Simulation Psychosocial Care Skills and Oncology Nursing
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Simulation-based education and classical education, classical education.
- Who it may be relevant to
- Registry conditions: Simulation-based Training. Basic parameters: No limits · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- Turkey (Türkiye)
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
The Effect of Simulation Based Psychosocial Care Skill Development Programme on Psychosocial Care Competencies and Professional Life Quality of Oncology Nurses
Overview
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.
Detailed 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)
Interventions
- Behavioral Simulation-based education and classical education
Simulation-based psychosocial care skills training and classical psychosocial care skills training will be prepared for oncology nurses. - Behavioral classical education
classical psychosocial care skills training will be prepared for oncology nurses.
Primary outcome measures
- Assessment of nurses' psychosocial care competence [Time frame: T1: Baseline, T2: 1. Day, T3: 1 Months post- intervention]
- Evaluation of Student Satisfaction and Self-Confidence in Learning in Simulation Applications [Time frame: T1: Baseline, T2: 1 day post education, TE: 1 Months post intervention]
- Assessment of nurses' professional quality of life [Time frame: T1: Baseline, T2: 1 day post education, TE: 1 Months post intervention]
Eligibility criteria
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
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Single blind
- Primary purpose
- Supportive care
Study locations
Turkey (Türkiye) · 2 centers
- Tülay Demiray — Istanbul
- Acibadem Altunizade Hospital — Istanbul
Identifiers
NCT: NCT07087470 · UU-HB-TDEMİRAY-001