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

hatice akaltun

Status: Enrolling

Conditions: Stoma Care Education in Nursing Students

Treatments: Behavioral: Scenario-Based Stoma Care Education

Study type: Interventional

Funder types: Other

Identifiers

NCT07276659

VYYU-SBF-HAKALTUN-002

Details and patient eligibility

About

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.

Full description

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.

Enrollment: 60 estimated patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

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.

Trial design

Primary purpose: Health Services Research

Allocation: Non-Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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60 participants in 2 patient groups

Scenario-Based Stoma Care Education

Experimental group

Description:

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.

Treatment:

Behavioral: Scenario-Based Stoma Care Education

Control Group

No Intervention group

Description:

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.