Simulation-Based Training for Urinary Catheterization Skills in Nursing Students
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: Hybrid Simulation Training, Partial Task Trainer-Based Simulation.
- Who it may be relevant to
- Registry conditions: Nursing Students, Urinary Catheterization. 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
- Center list to be confirmed — check the primary protocol.
- 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 Two Different Simulation Methods on Nursing Students' Knowledge and Skills in Urinary Catheter Application: A Randomised Controlled Study
Overview
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.
Detailed description
Healthcare-associated infections remain a significant challenge in modern healthcare systems, and catheter-associated urinary tract infections constitute an important portion of these complications. Proper urinary catheterization technique is essential for preventing infection, ensuring patient safety, and maintaining high-quality nursing care. Nursing education therefore requires effective teaching strategies that allow students to acquire both theoretical knowledge and psychomotor skills in a safe learning environment.
Simulation-based education has become an important approach in nursing training because it allows students to practice clinical procedures without risk to patients. Different simulation methods are currently used, including low-fidelity simulators, partial task trainers, and hybrid simulation approaches that combine standardized scenarios with procedural training. However, limited evidence exists regarding which simulation method provides better outcomes in terms of knowledge acquisition and procedural competence.
The present study is designed as a randomized controlled educational trial to compare the effectiveness of two simulation-based teaching approaches in urinary catheterization training among nursing students. The study will be conducted in the nursing simulation laboratory of Marmara University Faculty of Health Sciences. First-year nursing students will be recruited and randomly assigned into two parallel groups.
Participants in the control group will receive theoretical instruction followed by traditional simulation training using partial task trainers. Participants in the experimental group will receive the same theoretical instruction but will be trained using a hybrid simulation approach that integrates scenario-based learning with procedural simulation. Random allocation will be performed using computer-based randomization.
Data will be collected using multiple validated assessment tools. Knowledge regarding urinary catheterization will be measured using a structured knowledge test. Practical performance will be evaluated through an observational skill checklist during simulation practice. Additional outcomes include urinary catheterization competency, student satisfaction, learning self-confidence, and communication skills.
The collected data will be analyzed to compare educational outcomes between the two groups. The results are expected to provide evidence on the effectiveness of hybrid simulation methods in improving nursing students' knowledge and clinical skills in urinary catheterization training. The findings may contribute to improving simulation-based nursing education and enhancing patient safety through better clinical skill preparation.
Interventions
- Behavioral Hybrid Simulation Training
Experimental 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. - Behavioral Partial Task Trainer-Based Simulation
Control 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
Primary outcome measures
- Observation Form for Urinary Catheter Insertion Skills (UCIS Observation Form) [Time frame: During Catheterization Procedure]
Secondary outcome measures (5)
- Participant Information Form (PIF) [Time frame: baseline]
- Urinary Catheter Insertion Knowledge Test (UCI-KT) [Time frame: baseline/within 10 minutes after urinary catheter insertion]
- Urinary Catheterization Competency Scale (UCCS) [Time frame: baseline/within 10 minutes after urinary catheter insertion]
- Student Satisfaction and Self-Confidence in Learning Scale (SSCL) [Time frame: within 10 minutes after urinary catheter insertion]
- Healthcare Professionals Communication Skills Scale (HP-CSS) [Time frame: within 10 minutes after urinary catheter insertion]
Eligibility criteria
Inclusion criteria
- 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.)
- Accepts Healthy Volunteers has not been entered.
Exclusion criteria
- Students who did not complete the research data collection forms
- Students who did not complete the simulation experiences
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
- Open label
- Primary purpose
- Health services research
Study locations
Center list to be confirmed — check the primary protocol.
Identifiers
NCT: NCT07474181 · MU-HEM-EÖ- 09.2025.25-0257