The purpose of this study is to comparatively evaluate the effectiveness of two different simulation-based training methods on nursing students' knowledge and skills regarding urinary catheterization in male patients. Accordingly, the effects of hybrid simulation training using a wearable urinary catheter model on students' knowledge level, psychomotor skill acquisition, satisfaction, learning self-confidence, and communication skills will be revealed compared to standard training using traditional partial task instructional models.

Healthcare-associated infections remain a significant challenge in modern healthcare systems, and catheter-associated urinary tract infections constitute an important portion of these complications. Proper urinary catheterization technique is essential for preventing infection, ensuring patient safety, and maintaining high-quality nursing care. Nursing education therefore requires effective teaching strategies that allow students to acquire both theoretical knowledge and psychomotor skills in a safe learning environment.

Simulation-based education has become an important approach in nursing training because it allows students to practice clinical procedures without risk to patients. Different simulation methods are currently used, including low-fidelity simulators, partial task trainers, and hybrid simulation approaches that combine standardized scenarios with procedural training. However, limited evidence exists regarding which simulation method provides better outcomes in terms of knowledge acquisition and procedural competence.

The present study is designed as a randomized controlled educational trial to compare the effectiveness of two simulation-based teaching approaches in urinary catheterization training among nursing students. The study will be conducted in the nursing simulation laboratory of Marmara University Faculty of Health Sciences. First-year nursing students will be recruited and randomly assigned into two parallel groups.

Participants in the control group will receive theoretical instruction followed by traditional simulation training using partial task trainers. Participants in the experimental group will receive the same theoretical instruction but will be trained using a hybrid simulation approach that integrates scenario-based learning with procedural simulation. Random allocation will be performed using computer-based randomization.

Data will be collected using multiple validated assessment tools. Knowledge regarding urinary catheterization will be measured using a structured knowledge test. Practical performance will be evaluated through an observational skill checklist during simulation practice. Additional outcomes include urinary catheterization competency, student satisfaction, learning self-confidence, and communication skills.

The collected data will be analyzed to compare educational outcomes between the two groups. The results are expected to provide evidence on the effectiveness of hybrid simulation methods in improving nursing students' knowledge and clinical skills in urinary catheterization training. The findings may contribute to improving simulation-based nursing education and enhancing patient safety through better clinical skill preparation.

Inclusion Criteria:

• Taking the Fundamentals of Nursing course
• Not having prior clinical experience
• Not having prior experience with urinary catheterization
• Not having received prior training in the field of health sciences (e.g., graduate of a health vocational high school, health services vocational college, etc.)
• Accepts Healthy Volunteers has not been entered.

Exclusion Criteria:

• Students who did not complete the research data collection forms
• Students who did not complete the simulation experiences

Students meeting the study's sampling criteria will be randomly assigned to the experimental group (trained with hybrid simulation) and the control group (trained with partial task instructors). The randomization process will be conducted impartially.