Simulation Training for Adolescent Leukemia Care in Nursing Students
The Effect of Scenario-Based Simulation Training for Adolescent Leukemia Care on Nursing Students' Perceived Stress, Knowledge, and Learning Satisfaction: A Mixed-Methods Study
This study aims to evaluate the effects of scenario-based simulation training for adolescent leukemia care on nursing students' perceived stress, knowledge level, and learning satisfaction. Nursing students often encounter challenges when managing complex clinical situations involving pediatric oncology patients. Simulation-based education may help students develop clinical skills and confidence in a safe learning environment.
The study investigates whether participation in an adolescent leukemia simulation scenario improves students' knowledge related to extravasation management, affects their perceived stress levels, and enhances their learning satisfaction. In addition, students' experiences and perceptions regarding the simulation training will be explored through qualitative interviews.
研究概览
详细说明
Simulation-based education is increasingly used in nursing programs to bridge the gap between theoretical knowledge and clinical practice. Pediatric oncology care requires specialized knowledge and clinical decision-making skills, particularly in managing complications such as chemotherapy extravasation. However, nursing students often have limited opportunities to encounter such situations during clinical placements.
This mixed-methods study will evaluate the effectiveness of an adolescent leukemia scenario-based simulation training program among third-year nursing students. The quantitative component will employ a single-group pretest-posttest quasi-experimental design. Participants will complete baseline assessments before the simulation intervention and follow-up assessments immediately after the simulation and debriefing sessions.
The simulation scenario focuses on the recognition and management of chemotherapy extravasation in an adolescent patient with leukemia. The intervention will be conducted in a simulation laboratory using a structured process including prebriefing, simulation implementation, and debriefing based on the Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework.
Quantitative outcomes will include perceived stress, knowledge regarding extravasation management, and learning satisfaction. Qualitative data will be collected through semi-structured focus group interviews conducted after the simulation experience. The qualitative findings will provide a deeper understanding of participants' experiences, perceptions, clinical reasoning processes, and learning outcomes.
Data will be analyzed using appropriate descriptive and inferential statistical methods for the quantitative component and thematic analysis for the qualitative component. Findings from both components will be integrated to provide a comprehensive evaluation of the educational effectiveness of adolescent leukemia scenario-based simulation training in undergraduate nursing education.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Ankara、土耳其（türkiye）、06830
- Atılım University, Faculty of Health Sciences, Department of Nursing
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参与标准
资格标准
适合学习的年龄
- 成人
- 年长者
接受健康志愿者
描述
Inclusion Criteria:
- Third-year nursing students enrolled at Atılım University, Faculty of Health Sciences, Department of Nursing
- Voluntary participation in the study
- Not having previously taken the NURS302 - Child Health and Diseases course
Exclusion Criteria:
- Withdrawal from the study at any stage
- Incomplete completion of data collection forms
学习计划
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：不适用
- 介入模型：单组作业
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：Simulation Training Group
Third-year nursing students who received scenario-based simulation training on extravasation management in an adolescent leukemia patient, followed by structured debriefing using the PEARLS model.
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A simulation-based educational intervention consisting of prebriefing (3 min), environmental orientation (3 min), scenario-based simulation on extravasation management in an adolescent leukemia patient (10 min), and structured debriefing using the PEARLS model (30 min).
Pre- and post-tests were administered to assess perceived stress, knowledge level, and student satisfaction.
其他名称：
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Extravasation Knowledge Level
大体时间：Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
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Change in nursing students' knowledge about extravasation management, assessed using a 10-item multiple-choice knowledge test developed by the researchers.
Each correct answer scores 1 point (total: 0-10).
Higher scores indicate better knowledge.
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Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
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Perceived Stress Level
大体时间：Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
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Change in perceived stress measured with the Nursing Student Perceived Stress Scale (NSPSS; Karaca et al., 2015), a 29-item, 5-point Likert scale with 6 subscales.
Total scores range from 0 to 116; higher scores indicate greater perceived stress.
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Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Student Satisfaction and Self-Confidence in Learning
大体时间：Immediately after simulation and debriefing (post-simulation only, approximately 1 hour after baseline)
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Student satisfaction assessed using the Student Satisfaction and Self-Confidence in Learning Scale (NLN; Turkish adaptation by Karaçay & Kaya, 2017), a 13-item, 5-point Likert scale with 2 subscales.
Scores range from 13 to 65; higher scores indicate greater satisfaction and self-confidence.
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Immediately after simulation and debriefing (post-simulation only, approximately 1 hour after baseline)
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其他结果措施
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Students' Simulation Experiences (Qualitative)
大体时间：Immediately after debriefing session (approximately 1-1.5 hours after baseline)
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Themes derived from semi-structured focus group interviews conducted after simulation, exploring students' experiences regarding stress, clinical decision-making, teamwork, and learning processes.
Analyzed using thematic analysis with MAXQDA.
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Immediately after debriefing session (approximately 1-1.5 hours after baseline)
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合作者和调查者
调查人员
- 首席研究员：Didem Yüksel, PhD、Atilim University School of Health Sciences, Department of Nursing
出版物和有用的链接
一般刊物
- Koukourikos K, Tsaloglidou A, Kourkouta L, Papathanasiou IV, Iliadis C, Fratzana A, Panagiotou A. Simulation in Clinical Nursing Education. Acta Inform Med. 2021 Mar;29(1):15-20. doi: 10.5455/aim.2021.29.15-20.
- Sheu S, Lin HS, Hwang SL. Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: the effect of coping behaviors. Int J Nurs Stud. 2002 Feb;39(2):165-75. doi: 10.1016/s0020-7489(01)00016-5.
- Franklin AE, Burns P, Lee CS. Psychometric testing on the NLN Student Satisfaction and Self-Confidence in Learning, Simulation Design Scale, and Educational Practices Questionnaire using a sample of pre-licensure novice nurses. Nurse Educ Today. 2014 Oct;34(10):1298-304. doi: 10.1016/j.nedt.2014.06.011. Epub 2014 Jul 9.
- Kim J, Park JH, Shin S. Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis. BMC Med Educ. 2016 May 23;16:152. doi: 10.1186/s12909-016-0672-7.
- Labrague LJ, McEnroe-Petitte DM, Bowling AM, Nwafor CE, Tsaras K. High-fidelity simulation and nursing students' anxiety and self-confidence: A systematic review. Nurs Forum. 2019 Jul;54(3):358-368. doi: 10.1111/nuf.12337. Epub 2019 Mar 10.
- Watts, P. I., Rossler, K., Bowler, F., Miller, C., Charnetski, M., Decker, S., & Hallmark, B. (2021). Healthcare simulation standards of best practice: Outcomes and objectives. Clinical Simulation in Nursing, 58, 45-48. https://doi.org/10.1016/j.ecns.2021.08.014
- Shin S, Park JH, Kim JH. Effectiveness of patient simulation in nursing education: meta-analysis. Nurse Educ Today. 2015 Jan;35(1):176-82. doi: 10.1016/j.nedt.2014.09.009. Epub 2014 Oct 29.
- Karaçay, P., & Kaya, H. (2017). Simülasyonla eğitimde kullanılan "Öğrenci Memnuniyeti ve Öğrenmede Kendine Güven Ölçeği"nin Türkçeye uyarlanması. Florence Nightingale Hemşirelik Dergisi, 25(2), 95-103. https://doi.org/10.17672/fnhd.79503
- Karaca, A., Yıldırım, N., Ankaralı, H., Açıkgöz, F., & Akkuş, D. (2015). Hemşirelik öğrencileri için algılanan stres, biyo-psiko-sosyal cevap ve stresle baş etme davranışları ölçeklerinin Türkçe'ye uyarlanması. Psikiyatri Hemşireliği Dergisi, 6(1), 15-25. https://doi.org/10.5505/phd.2015.40316
- Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2), S1-S64. https://doi.org/10.1016/S2155-8256(15)30062-4
- European Oncology Nursing Society (EONS). (2018). Extravasation guidelines. EONS.
- Jeffries, P. R. (2016). The NLN Jeffries simulation theory. National League for Nursing.
- Hustad J, Johannesen B, Fossum M, Hovland OJ. Nursing students' transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study. BMC Nurs. 2019 Nov 8;18:53. doi: 10.1186/s12912-019-0376-5. eCollection 2019.
- Cant RP, Cooper SJ. The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis. Nurse Educ Pract. 2017 Nov;27:45-62. doi: 10.1016/j.nepr.2017.08.012. Epub 2017 Aug 19.
- Brentnall J, Thackray D, Judd B. Evaluating the Clinical Reasoning of Student Health Professionals in Placement and Simulation Settings: A Systematic Review. Int J Environ Res Public Health. 2022 Jan 14;19(2):936. doi: 10.3390/ijerph19020936.
- Alinier G, Hunt B, Gordon R, Harwood C. Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education. J Adv Nurs. 2006 May;54(3):359-69. doi: 10.1111/j.1365-2648.2006.03810.x.
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (估计的)
研究完成 (估计的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
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