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This study aims to evaluate the effectiveness of scenario writing and role-play-based learning on nursing students' knowledge related to stoma care. The study uses a mixed-methods, quasi-experimental design including an intervention and a control group. Students in the intervention group participate in an eight-week scenario-based learning program consisting of scenario writing, dramatization (role-play), and structured feedback sessions. The control group receives no additional educational activity beyond the standard curriculum. Stoma care knowledge is assessed using a pre-test administered on October 27, 2025, and a post-test administered on December 22, 2025. In addition, qualitative data are collected from intervention-group participants through semi-structured focus group interviews to explore changes in confidence, perceived skills, and learning experiences. The goal of the study is to determine whether scenario-based learning strengthens the acquisition of stoma care knowledge and enhances students' educational experiences.
This mixed-methods quasi-experimental study investigates the impact of scenario-based learning on nursing students' acquisition of stoma care knowledge. Third-year nursing students who previously completed the surgical nursing course were eligible for participation. The intervention group engaged in an eight-week Scenario-Based Stoma Care Learning Program, which included (1) preparation and writing of clinical scenarios, (2) dramatization and role-play activities using simulated clinical environments, and (3) structured instructor-guided feedback. The control group did not receive any additional training and completed only the pre-test and post-test assessments.
The pre-test measuring stoma care knowledge was administered on October 27, 2025. The post-test was administered on December 22, 2025, following completion of all scenario-based learning sessions. After the educational intervention, qualitative data were collected from the intervention group through focus group interviews using a COREQ-aligned semi-structured interview guide. Qualitative data aim to explore changes in participants' confidence, perceived skills, learning processes, and their experience with scenario writing and role-play.
The study's primary objective is to determine whether scenario-based learning improves students' stoma care knowledge. Secondary objectives include understanding how scenario writing and dramatization influence students' confidence, engagement, and perceived competence in performing stoma care.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Scenario-Based Stoma Care Education | Experimental | Participants in the intervention arm will receive an 8-week scenario-based stoma care education program. The intervention includes:
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| Control Group | No Intervention | Participants in the control arm will not receive any additional education or training. They will complete the same pre-test and post-test assessments as the intervention group. No scenario writing or role-play activities will be administered. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Scenario-Based Stoma Care Education | Behavioral | A structured scenario-writing and role-play-based educational program delivered over 8 weeks. Students develop stoma care scenarios, present them, and perform role-play using simulated patients and a skills laboratory environment. The intervention includes scenario writing sessions (4 weeks) and stoma care role-play practice using manikins and real materials (4 weeks), followed by structured educator feedback. |
| Measure | Description | Time Frame |
|---|---|---|
| Stoma Care Knowledge Score | Change in students' stoma care knowledge score from pre-test to post-test. Knowledge will be measured using a 20-item Stoma Care Knowledge Questionnaire developed by the research team. Scores range from 0 to 20, with higher scores indicating greater knowledge. The primary analysis will compare post-test scores between the intervention and control groups, adjusting for baseline knowledge. | Baseline (Week 0) and Post-intervention (Week 8) |
| Measure | Description | Time Frame |
|---|---|---|
| Qualitative Themes Related to Students' Perceived Confidence and Skill Development | Semi-structured focus group interviews will be conducted with participants in the intervention group after completion of the 8-week program. Qualitative analysis (thematic analysis) will explore changes in perceived confidence, perceived competence, motivation for practice, and learning experiences related to scenario writing and role-play activities. Themes will be identified using coded transcripts analyzed with MAXQDA by two independent researchers. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| hatice akaltun, PhD | Yuzuncu Yil University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Van Yuzuncu Yil Univeristy | Van | 65090 | Turkey (Türkiye) |
Individual participant data will not be shared because the ethical approval does not permit disclosure of identifiable or de-identified participant-level data
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Two-arm quasi-experimental design with an intervention group receiving scenario-writing-based stoma care education and a passive control group
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No masking was applied; participants and investigators were aware of group assignments
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| Immediately after completion of the 8-week intervention (same week as the post-test). |