Simulation Psychosocial Care Skills and Oncology Nursing (SPCSAON)

Uskudar University

Status: Enrolling

Conditions: Simulation-based Training

Treatments: Behavioral: Simulation-based education and classical education; Behavioral: classical education

Study type: Interventional

Funder types: Other

Identifiers

NCT07087470

UU-HB-TDEMİRAY-001

Details and patient eligibility

About

The aim of this study was to reveal the effect of simulation-based experience-based psychosocial care skills development programme on psychosocial care skills competence and professional quality of life of nurses working with oncology patients.

The hypotheses of the study will be tested in accordance with the following guidelines.

Hypothesis 1 The post-training psychosocial care competency levels of the nurses who underwent simulation-based psychosocial care skills development programme (SDPBSP) are higher than the group who underwent standard psychosocial care skills training (SPBBE).

Hypothesis 2 The post-training compassion fatigue levels of the nurses who underwent the SDPBI development programme were lower than the SPBBE group.

Hypothesis 3 The post-training burnout score levels of the nurses who underwent SPBBE development programme were lower than the group who underwent standard SPBBE.

Hypothesis 4 The post-training compassion satisfaction levels of the nurses who underwent SPBBE development programme are higher than the group who underwent standard SPBBE.

Hypothesis 5

The psychosocial care competency levels of the nurses who underwent SPBBE development programme at the 1-month post-training follow-up were higher than those who did not receive SPBBE training.

Hypothesis 6 At the 1-month follow-up after the training, the compassion fatigue levels of the nurses who underwent SPBBE development programme were lower than the group who underwent SPBBE and did not receive training.

Hypothesis 7 In the 1-month follow-up after the training, the mean burnout scores of the nurses who underwent SPBBE development programme were lower than those of the group who underwent SPBBE and did not receive training.

Hypothesis 8 In the 1-month follow-up after the training, the mean compassion satisfaction scores of the nurses who underwent the SPBBE development programme were higher than the SPBBE training and non-training groups.

Hypothesis 9 After the SDPBE programme, the psychosocial skills training scores of those who received SDPBE are higher than those who did not receive training.

Hypothesis 10 At the 1-month follow-up after the SDPBE programme, the psychosocial skills training scores of those who received SDPBE were higher than those who did not receive training.

Full description

The research will be applied to nurses working with oncology patients and will be randomised controlled and consist of 3 groups.

The groups will be studied as follows. Group 1: Data collection tools related to Simulation Based Psychosocial Care Skills Development Programme

• Participant Information Form
• Psychosocial Care Competence Self-Assessment Scale (PSCSAS)
• Professional Quality of Life Scale (PQLS)
• Student Satisfaction and Self-Confidence Scale in Learning
• Simulation Design Scale

Group 2: Data collection tools related to the group to be trained on Classical Psychosocial Care Skills

• Participant Information Form
• Psychosocial Care Competence Self-Assessment Scale (PSCSAS)
• Professional Quality of Life Scale (PQLS)

Group 3: Data collection tools related to the control group (group that did not receive training)

• Participant Information Form
• Psychosocial Care Competence Self-Assessment Scale (PSCSAS)
• Professional Quality of Life Scale (PQLS)

Enrollment: 60 estimated patients

Sex: All

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• 6 months or more experience of working with oncology patients
• Not having received training on psychosocial care skills after graduation
• Oncology nurses who volunteered to participate in the study

Exclusion criteria

• Having less than 6 months of experience working with oncology patients
• To have received training on psychosocial care skills after graduation
• Not volunteering to participate in the research

Trial design

Primary purpose: Supportive Care

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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60 participants in 3 patient groups

Group 1 Standart psychosocial care skills training

Active Comparator group

Description:

Nurses Receiving Simulation Based Training and classical psychosocial care skills training

Treatment:

Behavioral: Simulation-based education and classical education

Group 2

Active Comparator group

Description:

only the group that will receive training in classical psychosocial care skills

Treatment:

Behavioral: classical education

Group 3

No Intervention group

Description:

No training will be given to any group