Stoma Education Methods and Nurse Learning Outcomes

The Effect of Stoma Education Given to Nurses With Two Different Methods on Their Meaningful Learning Self-Awareness, Perceived Learning and Stoma Care Skill Levels: A Randomized Controlled Experimental Study

The goal of this randomized controlled trial was to determine whether stoma-care training using standardized patients, as compared with low-fidelity mannequins, improved meaningful learning self-awareness, perceived learning, and practical stoma-care skill levels in oncology nurses at a 600-bed tertiary oncology education and research hospital in Ankara, Turkey. The main questions it aimed to answer were:

Did standardized-patient simulation produce greater gains in meaningful learning self-awareness?

Did it yield higher perceived learning scores?

Did it result in larger improvements in stoma-care skill levels?

Researchers compared Group M (standardized patient) to Group K (low-fidelity mannequin) to evaluate which method more effectively enhanced nurses' cognitive and technical outcomes.

Participants completed a 10-item demographic and background survey, answered pre-training assessments on all three scales, attended a two-hour didactic session on stoma fundamentals and evidence-based care, received two hours of hands-on practice with their assigned modality, and completed immediate post-training assessments using the same instruments.

Inclusion Criteria:

• Being a nursing graduate
• Working as a nurse in an oncology hospital for at least one year
• Working in inpatient units
• Actively providing care to patients with ostomies

Exclusion Criteria:

• Holding a managerial position
• Having taken a course or received certification on stoma care within the last six months
• Being pregnant, on unpaid leave, or on sick leave
• Participating in another study during the same period
• Incomplete completion of the data collection form
• Voluntary withdrawal from the study during the research period