The intervention applied to the experimental group involves moulage-based simulation training designed to enhance the recognition of physical violence against women. The process includes the following steps:

Simulation Scenarios: Students in the experimental group will work with clinical simulation scenarios featuring cases with physical violence signs. These scenarios are specifically designed to improve students' ability to recognize the indicators of violence against women.

Standardized Patient Modality: The experimental group will engage in simulated interactions with a standardized patient (moulage) who displays signs of violence. This allows students to realistically assess the physical signs of violence and practice their recognition skills.

Training Process: Prior to the simulation, students will receive a briefing on how to recognize violence signs, including physical, sexual, emotional violence, and related health care services. This information will prepare them to effec

The intervention process for the control group involves a more traditional educational approach, specifically focusing on raising awareness about gender-based violence through media and instructional materials. The process for the control group is as follows:

Educational Video Viewing: The control group will watch a film titled "Gözlerimde Al" (translated as "Take My Eyes"), which addresses the issue of gender-based violence. The film aims to provide insights into the emotional and physical effects of violence against women and encourages reflection on how to recognize such violence in real-life scenarios.

Pre-Training Assessment: Before the video viewing, the control group will complete a pre-training assessment, which includes a demographic data form and the ISKEBE Attitude Scale towards Violence Against Women. This assessment helps establish baseline knowledge and attitudes regarding gender-based violence.

Post-Training Reflection: After watching the film, students in the contro

he experimental group will interact with standardized patients (using moulage techniques) who exhibit signs of physical violence. This approach provides a realistic environment for students to assess the physical manifestations of violence and practice their recognition skills in a controlled, yet lifelike, setting.

The "Scale for Nurses and Midwives to Identify Signs of Violence Against Women" was used to define physical violence. The scale was developed to determine the knowledge levels of nurses and midwives in recognizing signs of violence against women. It consists of two sub-dimensions: "Physical Symptoms" and "Emotional Symptoms". The highest score that can be obtained from the scale is "31", the lowest score is "0". The higher the score obtained from the scale, the higher the level of knowledge about physical violence.

It was created by researchers by scanning the relevant literature in order to evaluate the student's communication skills with a woman who was subjected to violence during the simulation application by two observers. In the effective communication elements section; the student's face being turned towards the individual, having a relaxed posture, not having tied hands and arms, providing a private area during communication with the patient, maintaining eye contact, appearing sincere and interested, and using a soothing tone of voice are evaluated. 0-6 points can be obtained from this section. An increase in the student's score in this section indicates that he/she uses effective communication elements. In the therapeutic communication techniques section; the therapeutic communication techniques used by the student during communication are evaluated. The student is given one point for each technique he/she uses.