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Assessing two different simulation methods to train nursing students in stoma care skills: A randomized controlled
Ezgi Arslan1, Havva Yönem Amaç1, Sultan Özkan1
1Surgical Nursing Department, Nursing Faculty, Aydın Adnan Menderes University, P.O. Box:09010, Aydın, Türkiye.
Aim:
This study aimed to compare the effects of education using hybrid simulation (HS) and medium fidelity simulation (MFS) on nursing students' care skills and simulation experience satisfaction.
Background:
Technological advances have expanded the use of simulation-based approaches in nursing skills education. However, evidence remains limited regarding how different simulation modalities support structured stoma care skills.
Design:
This is a two-arm parallel-group randomized-controlled trial.
Methods:
The study was conducted between April and November 2025 with nursing students (n = 98). The study outcomes were evaluated using the Descriptive Form, the Basic Information Form, the Stoma Care Skill Rubric and the Simulation Experience Satisfaction Scale. The participants were divided into two groups of 49 students each: hybrid simulation (HS) and medium fidelity simulation (MFS). Students in the HS group received simulation training with a standard patient wearing a wearable ostomy model developed for this research; those in the MFS group trained with an inanimate mannequin with a stoma.
Results:
There was no significant difference in simulation experience satisfaction level between the HS (4.57 ± 0.40) and the MFS (4.59 ± 0.38) groups. However, the stoma care skill of the students in the HS group (40.24 ± 3.80) was higher than that of the MFS group (35.78 ± 5.53).
Conclusion:
Both simulation-based teaching methods examined had no significant effect on nursing students' satisfaction levels; however, the HS group demonstrated higher care skills than the MFS group. HS using wearable models could serve as a cost-effective alternative in educational scenarios.
