Simulation-Based Training for Urinary Catheterization Skills in Nursing Students
Trial statusNot yet recruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
AgeNot listed
SponsorMarmara University
About this trial
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.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
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.)
Disqualifiers
Students who did not complete the research data collection forms
Students who did not complete the simulation experiences
Trial design
Design model
Parallel
Treatments tested in this trial
Hybrid Simulation Training
BehavioralExperimental Group (Hybrid Simulation Method): Following theoretical training, students in the experimental group will be divided into small groups of five for a scenario-based hybrid simulation session. In this session, a person playing the role of a simulated patient (e.g., a trained standardized patient or instructor) will have the developed wearable urinary catheter model inserted into its anatomical position. The simulation scenario is designed to reflect a real clinical situation.
Partial Task Trainer-Based Simulation
BehavioralControl Group (Traditional Method): Immediately following theoretical training, students in the control group will receive skills training in a laboratory setting using a demonstration method with a partial task instructor. The instructor will demonstrate the urinary catheter insertion procedure on a mannequin; then each student will practice individually on the mannequin for 10-15 minutes. Each student will be given a total of three catheter insertion attempts to reinforce the skill. Throughout this process, the instructor will provide necessary corrective feedback. Since this group focuses solely on technical skills without interaction with a real patient, they will be evaluated at the end of the training using a knowledge test, a skills checklist, and a competency scale.
Treatment groups
102 Participants
are divided into 2 treatment groupsGroup A: Experimental ArmExperimental treatment 1 intervention
Group B: Control GroupActive comparator 1 intervention
Trial outcomes
Primary outcomes
1
Observation Form for Urinary Catheter Insertion Skills (UCIS Observation Form)
This is a three-point Likert-type observation checklist developed to objectively evaluate catheter placement skills in male patients. The form consists of 29 critical steps determined through a literature review and based on evidence. Each step is scored as follows: correct application is worth 2 points, partial application is worth 1 point, and failure to complete is worth 0 points. Therefore, the minimum score on the form is 0, and the maximum score is 58. An increase in the score indicates a better performance of the skill.
Time frame
During Catheterization ProcedureSecondary outcomes
1
Participant Information Form (PIF)
Prepared by the researcher based on the literature, this form consists of questions containing demographic and educational information about the students, such as their age, gender, GPA, perception of the nursing profession, and whether they have previously received simulation training. The form comprises a total of 8 questions.
Time frame
baseline2
Urinary Catheter Insertion Knowledge Test (UCI-KT)
This is a multiple-choice knowledge test created by a researcher to measure students' theoretical knowledge level regarding urinary catheterization. The questions were developed based on relevant literature and educational content, aligning with the six cognitive levels of the original Bloom Taxonomy. The test draft will be submitted for expert review and evaluated for content validity by at least eight academics. Each correct answer is worth 1 point, and an incorrect answer is worth 0 points. Higher scores indicate higher knowledge levels.
Time frame
baseline/within 10 minutes after urinary catheter insertion3
Urinary Catheterization Competency Scale (UCCS)
This is a measurement tool developed to assess nurses' knowledge, skills, and clinical management competencies regarding urinary catheterization. The scale was developed by the researcher. Initially, a pool of items was created using the literature. A total of 26 items were prepared using a 4-point Likert scale (1: Strongly Disagree, 4: Strongly Agree). It includes sub-dimensions of Knowledge and Awareness Level, Application Skills, and Clinical Management and Decision Making. The highest possible score is 104, and the lowest is 26. Higher scores indicate greater competence in urinary catheterization.
Time frame
baseline/within 10 minutes after urinary catheter insertion4
Student Satisfaction and Self-Confidence in Learning Scale (SSCL)
This scale was developed in 2006 by the National Nursing Association (NLN) to assess nursing students' attitudes toward learning through simulation, their satisfaction with instruction, and their self-confidence. The scale consists of 13 items and includes two sub-dimensions: Satisfaction with Learning and Self-Confidence in Learning. Item 13 is scored in reverse. The response options are "5=Strongly agree, 4=Agree, 3=Undecided, 2=Disagree, 1=Strongly disagree". The highest possible score on the scale is 65, and the lowest is 13. As the scale score increases, satisfaction with learning and self-confidence increase.
Time frame
within 10 minutes after urinary catheter insertionLocations
Sponsors and contacts
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Source ClinicalTrials.gov
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