Clinical Trial Details
— Status: Not yet recruiting
Administrative data
| NCT number |
NCT05802823 |
| Other study ID # |
SINOPU |
| Secondary ID |
|
| Status |
Not yet recruiting |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
April 20, 2023 |
| Est. completion date |
April 30, 2023 |
Study information
| Verified date |
April 2023 |
| Source |
Sinop University |
| Contact |
Ümran DEMIRCAN, Lecturer |
| Phone |
05556395830 |
| Email |
umrnaltinoz[@]gmail.com |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
The research will be carried out in a randomized controlled experimental study design in
order to evaluate the effect of standard patient simulation method on communication skills,
satisfaction and self-confidence in learning of nursing students in communication with
intensive care patients.
The research will be conducted face-to-face with nursing students who are in the 2nd year of
the Faculty of Health Sciences of Sinop University and meet the inclusion criteria in the
fall semester of 2022-2023, after the necessary permissions are obtained for the study.
Description:
The aim of this study is to determine the effect of standard patient simulation method on
communication skills, satisfaction and self-confidence in learning of nursing students in
communication with intensive care patients.
Research hypotheses H0: The standard patient simulation method has no effect on the
communication skills and satisfaction and self-confidence levels of nursing students in
communication with intensive care patients.
H1: The standard patient simulation method has an effect on the communication skills and
satisfaction and self-confidence levels of nursing students in communication with the
intensive care patient.
Type of the study: The research will be carried out in a randomized controlled experimental
study design in order to evaluate the effect of standard patient simulation method on
communication skills, satisfaction and self-confidence in learning of nursing students in
communication with intensive care patients.
Place and time of the research: The research will be conducted face-to-face with nursing
students who are in the 2nd year of the Faculty of Health Sciences of Sinop University and
meet the inclusion criteria in the fall semester of 2022-2023, after the necessary
permissions are obtained for the study.
Population and Sample of the Research The universe of the research consists of one hundreds
and three students who were studying in the second year of Sinop University Health Sciences
Faculty Nursing Department and took the Communication Skills course in the fall semester of
the 2022-2023 academic year. Power analysis in the study G Power 3.1.9.2. The sample size was
calculated using the program. As a result of the analysis, it was determined that n=34
students in the intervention group and n=34 students in the control group should be included
in the α=0.05 level, the effect size of 0.5 and 80% test power (Power 80%, alpha=0.05, effect
size=0.5). In addition, considering the 10% possible losses in the implementation process, it
was decided to have 38 people in each group. The study will be carried out with students who
meet the inclusion criteria of the research among the students who make up the universe.
Data Collection Tools: The data of the study will be collected with the "Participant
Information Form", "The Therapeutic Communication Skills Scale for Nursing Students" and
"Student Satisfaction and Self Confidence in Learning Scale".
Introduction of Data Collection Tools
1. Participant Information Form: Participant information form prepared by the researcher;
It includes the socio-demographic characteristics of University Students (age, gender,
graduated school).
2. The Therapeutic Communication Skills Scale for Nursing Students (HÖTİBÖ): To measure
students' therapeutic communication skills, is a seven-point Likert type (1=Never,
4=Sometimes 7=Always) that expresses how often the given proposition is used and
consists of 16 questions. There are no reverse questions in the scale. HÖTİBÖ consists
of three sub-dimensions: Nontherapeutic communication skills (seven items), Therapeutic
communication skills-I (six items), Therapeutic communication skills-II (three items).
Cronbach's alpha coefficient was calculated for the internal consistency reliability of
the scale and the internal consistency coefficient of the 16-item scale was stated as
.77. Internal consistency coefficient for each sub-dimension, Non-therapeutic
communication skills .82; Therapeutic communication skills-I is .70 and Therapeutic
communication skills-II is .60. A maximum of 112 and a minimum of 16 points can be
obtained from the scale. As the score obtained from the sub-dimensions of the scale
increases, it means that the students use the skills in that dimension more. In this
study, the internal consistency coefficients are respectively; HÖTİBÖ 0.765,
Non-therapeutic communication skills 0.753; Therapeutic communication skills-I were
found to be 0.802 and Therapeutic communication skills-II were found to be 0.611. These
values show that the Therapeutic Communication Skills Scale for Nursing Students is
sufficient for the reliability level and gives stable results in each application of the
scale.
3. Student Satisfaction and Self-Confidence in Learning Scale: The scale was developed by
the National League for Nurses to measure students' attitudes and beliefs about
simulation. The internal consistency coefficient of the scale, whose validity and
reliability in Turkish was made by Karaçay and Kaya, was 0.88; 0.84 for student
satisfaction sub-dimension and 0.83 for self-confidence in learning sub-dimension. The
scale has two sub-dimensions: "satisfaction with learning" and "self-confidence". The
total number of items is 13. In the sub-dimension of satisfaction with learning; Five
items measuring satisfaction with the teaching method, variety of learning materials,
facilitation, motivation, and the suitability of simulation in general, self-confidence
sub-dimension; Content adequacy includes eight sub-items: self-confidence, content
requirement, skill development, available resources, and information on how to get help
to solve clinical problems in simulation. The 13th item in the scale was coded as
reverse. The scale is answered as a five-point Likert (5= Strongly agree, 4=Agree,
3=Undecided: Neither agree nor disagree, 2=Disagree, 1=Strongly disagree). The score
obtained is obtained from the sum of the items of the scale. A minimum score of 13 and a
maximum score of 65 are obtained from the scale.
Application of Research This research will be carried out in two stages, namely preparation
and implementation.
-Preparation Phase: Development of the Standard Patient Scenario: The application scenario
will be prepared using the literature and based on the INACSL simulation application
standards. The learning objectives of the Standard Patient simulation application are
"Developing the ability of the student to initiate communication with the patient,
identifying the factors that prevent / make it difficult to communicate with the patient in
the intensive care unit, using non-verbal communication methods in his communication with the
patient, predicting which therapeutic communication method to use according to the patient's
reactions, nurse observation. and determining the nursing interventions according to the
results of the evaluation, supporting the patient for cooperation in the implementation of
the nursing interventions." determined as. The scenario design will be evaluated by field
experts to cover the skills to achieve the learning objectives and necessary arrangements
will be made. Scenario application visual sections are presented; It will consist of
application steps in which student nurses are required to communicate with the intensive care
patient in line with the correct procedure steps. Application link will be sent to students.
The application time is fifteen minutes. The application scenario will be arranged in line
with expert opinions.
Implementation Phase Pre-Test Application: Participant Information Form, Therapeutic
Communication Skills Scale for Nursing Students will be pre-tested for all students in the
study. Students to be included in the intervention and control groups will be assigned with
the block randomization method according to the pre-test results. Students will not be
informed which group they are in.
Standard Patient Simulation Practice: Standard patient method; Although it is a new and
creative technique in which learning goals are determined, scenarios are created in which the
characteristics of the patient and the patient's environment are presented, and standard
patients belonging to the scenario are trained, students are recorded by interviewing
standard patients in practice, and these recordings are monitored again and feedback is
given. Thus, analysis sessions are held.
In the study, the students in the intervention group will participate in the preliminary
information, prebriefing, application and debriefing sessions prepared by considering the
scenario preparation criteria in the light of the literature.
Preparation of the Scenario: The simulation scenario and its contents will be prepared by
experts in the field of psychiatric nursing, including the skills to achieve the determined
learning objectives. The case scenarios to be used in standard patient practice were chosen
to measure the skills they had difficulty with as a result of the feedback of the students
who had practiced in previous years and the observations of the instructors. Actors trained
to play the standard patient role will be used. The prepared case scenario will be given to
the person playing the role of the standard patient 10 days before the application, and the
content and flow of the scenario, the student group, the expected goals from the students,
giving feedback and the things to be considered while animating the scenario will be
discussed. Before the day of the practice of the study, a rehearsal will be held with the
actor playing the role of the standard patient. In practice, the standard patient will be
recorded with a volunteer student, feedback will be given to the standard patient through the
recorded videos, and if necessary, re-arrangements will be made.
- Preliminary Preparation: Regarding the application process, the date, place, time and
duration of the application will be explained to the students in a meeting by the
researcher. Resources will be given to students 1 week before the application. Standard
Patient method will be introduced.
- Prebriefing: Students will be given a scenario 5 minutes before the application and
informed consent will be obtained from the students.
- Briefing: In order to standardize the education method given to the students, a meeting
will be held by the researcher just before the application, where information about the
place and time of the simulation process and the analysis interviews to be held after
the application, and the students' questions will be answered.
- Making the Application: In accordance with the number of students, the students will be
divided into 6 groups using a random number table, in accordance with the standards
determined by the INACSL Standards Committee, in a way that prevents the communication
of students with each other. The application will be made on different days and times.
10-15 minutes will be allocated for each student's interview, and recording will be made
with the help of a camera during the interview. At the end of the simulation, the
standard patient will give feedback on the performance of each of the students.
- Debriefing: After the application is completed, debriefing sessions will be held with
the students as a group and feedback will be given by peers and trainers about their own
performances. Feedback will be non-judgmental and positive. Students will be asked for
their opinions about their experiences in the analysis session. Analysis sessions will
be held between 30-45 minutes in the light of the application criteria in the
literature.
Post-Test Application: Post-Test Application In line with the opinions of the experts in the
field of Biostatistics and Measurement and Evaluation, two weeks after the simulation
application, the Therapeutic Communication Skills Scale for Nursing Students, Student
Satisfaction and Self-Confidence in Learning Scale will be administered to the students in
the intervention and control groups.
