Effects of Stoma Education on Patients

Официальное название

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

Обзор

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.

Вмешательства

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

Первичные конечные точки

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

Вторичные конечные точки (2)

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

Критерии участия

Критерии включения

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

Критерии исключения

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

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Нет

Дизайн исследования

Распределение

Рандомизированное

Модель

Параллельные группы

Маскирование

Двойное слепое

Основная цель

Поддерживающая терапия

Центры проведения

Turkey (Türkiye) · 2 центра

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

Идентификаторы

NCT: NCT07464548 · 2026\4-3-8294

Первоисточники (государственные реестры)

• ClinicalTrials.gov (NIH, США)

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