The effect of stoma care training delivered using two different methods on nurses' meaningful learning...

To compare effects of stoma care training using standardized patients and low-fidelity mannequins on nurses' meaningful learning self-awareness, perceived learning and stoma care skills.

Stoma creation is a frequent surgical procedure for gastrointestinal and urinary system diseases requiring specialized nursing care. Many nurses feel inadequately prepared. Simulation-based education using standardized patients and mannequins improves clinical competence.

This was a parallel-group, randomized controlled trial.

The study was conducted between April 1, 2024 and July 1, 2024, at an oncology training hospital in Ankara, Türkiye. Nurses were randomly assigned to standardized patient or low-fidelity mannequin groups. Both active groups received identical theoretical content, but practical simulation components differed. Due to educational interventions, participants were not informed of the study hypothesis and analyses used anonymized group labels. Outcomes were assessed using the Meaningful Learning Self-Awareness Scale, Perceived Learning Scale and Stoma Care Skills Rating Rubric. Analyses included the Mann-Whitney U test, chi-square test, independent-samples t-test, paired-samples t-test, Wilcoxon signed-rank test and ANCOVA.

Both groups improved stoma care skills significantly (p < 0.05), with no between-group differences. Meaningful learning self-awareness did not differ (p > 0.05). The Low-Fidelity Mannequin group scored higher on cognitive subscale (t = 3.567, p = 0.001, r = 0.36) and total perceived learning (t = 2.428, p = 0.017, r = 0.25).

Both simulation methods improved stoma care skills. The findings on perceived learning should be interpreted cautiously due to limited internal consistency. Structured simulation can strengthen stoma care skills and promote quality nursing care.