Effects of Stoma Education on Patients

Official title

Determining the Effects of Stoma Education on Patients' Self-Efficacy, Body Image, and Stoma Adherence

Overview

tomas are classified according to the anatomical region in which they are created and the surgical technique used. Stomas that open into the large intestine are called colostomies, those that open into the small intestine are called ileostomies, and the creation of an anastomosis of the ureters to the abdominal wall is called a urostomy. Stomas are commonly used in the treatment of gastrointestinal diseases. Ileostomy and colostomy are the most frequently encountered types of stomas. While colorectal cancer is the primary reason for intestinal stoma creation, inflammatory bowel diseases, penetrating abdominal injuries, congenital anomalies, obstructions due to diverticular disease, ischemic colitis, radiation injury, sigmoid colon volvulus, and fecal incontinence are also among the indications for stoma creation. Despite advances in surgical techniques, complications are commonly seen in individuals with stomas. Incorrect stoma placement, the use of inappropriate bags and adapter systems, and a lack of knowledge and skills among patients and caregivers play a significant role in the development of complications. Depending on these conditions, patients may encounter problems such as edema, bleeding, ischemia, and mucocutaneous dehiscence in the early postoperative period. These complications negatively affect not only physical health but also the individual's social life, psychological state, and overall quality of life. Symptoms such as peristomal skin problems, uncontrolled gas release, fecal incontinence, and pain can hinder participants' adaptation to daily life and lead to social isolation. Nursing care and patient education are of great importance in managing these problems faced by individuals with stomas. The nursing process requires a comprehensive approach extending from the pre-operative period to the post-discharge phase. In this process, individualized education programs addressing fundamental issues such as nutrition, elimination, sexuality, social participation, and privacy should be implemented to improve quality of life, develop self-care skills, and prevent complications. In this context, the investigators have planned this study to determine the effects of the education provided to patients on stoma adaptation, body image, and self-efficacy.

Interventions

• Other Teach-Back Education
  Stoma care training using the Teach-Back method.

Primary outcome measures

• Stoma Adjustment [Time frame: Post-surgery day 2, discharge day (days 7-10), 1 month after discharge, 3 months after discharge]

Secondary outcome measures (2)

• Body Image [Time frame: Post-surgery day 2, discharge day (days 7-10), 1 month after discharge, 3 months after discharge]
• Self-Efficacy [Time frame: Post-surgery day 2, discharge day (days 7-10), 1 month after discharge, 3 months after discharge]

Eligibility criteria

Inclusion criteria

• Adults who have undergone colostomy or ileostomy surgery.
• Willingness to participate voluntarily in the study.
• Elective surgery patients.
• No diagnosed psychological disorders.

Exclusion criteria

• Emergency surgery cases.
• Patients with cognitive impairment or psychiatric disorders preventing participation.
• Patients unwilling to participate or unable to comply with study follow-ups.

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: No

Study design

Allocation

Randomized

Model

Parallel assignment

Masking

Double blind

Primary purpose

Supportive care

Study locations

Turkey (Türkiye) · 2 centers

• Fırat University Hospital — Tunceli
• Fırat University Hospital — Elâzığ

Identifiers

NCT: NCT07464548 · 2026\4-3-8294

Primary sources (government registries)

• ClinicalTrials.gov (US NIH)

View this study on ClinicalTrials.gov ↗