The Contribution of Scenario Writing to Learning Stoma Care in Nursing Education: A Mixed-Methods Quasi-Experimental Intervention Study

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

RECRUITING

Clinical Phase

NA

Total Enrollment

60 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-10-27

Study Completion Date

2025-12-22

Brief Summary

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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.

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Detailed Description

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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.

Conditions

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Stoma Care Education in Nursing Students

Study Design

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Allocation Method

NON_RANDOMIZED

Intervention Model

PARALLEL

Two-arm quasi-experimental design with an intervention group receiving scenario-writing-based stoma care education and a passive control group

Primary Study Purpose

HEALTH_SERVICES_RESEARCH

Blinding Strategy

NONE

No masking was applied; participants and investigators were aware of group assignments

Study Groups

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Scenario-Based Stoma Care Education

Participants in the intervention arm will receive an 8-week scenario-based stoma care education program.

The intervention includes:

* 4 weeks of scenario writing sessions,
* 4 weeks of role-play/dramatization in the skills laboratory,
* Structured feedback by the instructor. No additional theoretical lecture will be provided. Participants complete pre-test and post-test assessments, and qualitative focus group interviews will be conducted after completion of the intervention.

Group Type EXPERIMENTAL

Scenario-Based Stoma Care Education

Intervention Type 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.

Control Group

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.

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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Scenario-Based Stoma Care Education

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.

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* Being a 3rd-year undergraduate nursing student in the Nursing Department.
* Having successfully completed the Surgical Nursing course in the 2nd year.
* Voluntarily agreeing to participate in the study and providing informed consent.

Exclusion Criteria

* Students who did not pass the Surgical Nursing course.
* Students who have previously received professional stoma care training.
* Students who complete the data collection forms incompletely.

Minimum Eligible Age

18 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes