Simulation Psychosocial Care Skills and Oncology Nursing

NCT07087470 | Recruiting DMC

• 1 other identifier: UU-HB-TDEMİRAY-001
• Study Type: interventional
• Target: 60
• Locations: 1 country
• Sites: 2

Brief Summary

The aim of this study was to reveal the effect of simulation-based experience-based psychosocial care skills development programme on psychosocial care skills competence and professional quality of life of nurses working with oncology patients. The hypotheses of the study will be tested in accordance with the following guidelines. Hypothesis 1 The post-training psychosocial care competency levels of the nurses who underwent simulation-based psychosocial care skills development programme (SDPBSP) are higher than the group who underwent standard psychosocial care skills training (SPBBE). Hypothesis 2 The post-training compassion fatigue levels of the nurses who underwent the SDPBI development programme were lower than the SPBBE group. Hypothesis 3 The post-training burnout score levels of the nurses who underwent SPBBE development programme were lower than the group who underwent standard SPBBE. Hypothesis 4 The post-training compassion satisfaction levels of the nurses who underwent SPBBE development programme are higher than the group who underwent standard SPBBE. Hypothesis 5 The psychosocial care competency levels of the nurses who underwent SPBBE development programme at the 1-month post-training follow-up were higher than those who did not receive SPBBE training. Hypothesis 6 At the 1-month follow-up after the training, the compassion fatigue levels of the nurses who underwent SPBBE development programme were lower than the group who underwent SPBBE and did not receive training. Hypothesis 7 In the 1-month follow-up after the training, the mean burnout scores of the nurses who underwent SPBBE development programme were lower than those of the group who underwent SPBBE and did not receive training. Hypothesis 8 In the 1-month follow-up after the training, the mean compassion satisfaction scores of the nurses who underwent the SPBBE development programme were higher than the SPBBE training and non-training groups. Hypothesis 9 After the SDPBE programme, the psychosocial skills training scores of those who received SDPBE are higher than those who did not receive training. Hypothesis 10 At the 1-month follow-up after the SDPBE programme, the psychosocial skills training scores of those who received SDPBE were higher than those who did not receive training.

Conditions

Simulation-based Training

Outcome Measures

Primary Outcomes (3)

• Assessment of nurses' psychosocial care competence

  Psychosocial Care Competence Self-Assessment Scale (PBYÖDÖ), is a tool that assesses the psychosocial care competence of nurses working in clinics and the extent to which staff focus on the psychosocial aspects of patients while providing treatment and care. The scale, whose validity and reliability were established by Karataş (2019), consists of 18 items and 4 factors (sub-dimensions). The first factor, "Symptom Diagnosis," includes statements 1, 2, 3, 4, and 5, which are related to symptom diagnosis, for a total of 5 items. The second factor, "Use of Information," includes statements 6, 7, 8, 9, and 10, which are related to the use of information and comprise a total of 5 items. The third factor, "Intervention," includes statements 11, 12, 13, and 14, which are related to the use of information and comprise a total of 4 items. The fourth factor, "Diagnosis," includes statements 15, 16, 17, and 18, which are related to diagnosis and cover a total of 4 items. Respondents ar

  T1: Baseline, T2: 1. Day, T3: 1 Months post- intervention

• Evaluation of Student Satisfaction and Self-Confidence in Learning in Simulation Applications

  Student Satisfaction and Self-Confidence Scale in Learning: The psychometric measurements of the scale developed by Jeffries (2012) to assess student satisfaction and self-confidence and used in simulation-based education were conducted by Franklin et al. (2014). The Turkish validity and reliability study of the scale was conducted by Ünver et al. (2017). According to the Turkish adaptation of the scale for learning in a simulation environment, the total number of items is 12. The scale consists of two subheadings: "Satisfaction with Current Learning" and "Confidence in Learning." The "Satisfaction with Current Learning" subheading consists of five items, while the "Confidence in Learning" subheading consists of seven items. There are no negative items in the scale. A 5-point Likert scale with the following statements was used: 1) Strongly Disagree, 2) Disagree, 3) Undecided, 4) Agree, and 5) Strongly Agree. The Cronbach Alpha value for "Current Learning Satisfaction" is 0.85, and the

  T1: Baseline, T2: 1 day post education, TE: 1 Months post intervention

• Assessment of nurses' professional quality of life

  Professional Quality of Life Scale (PYKÖ) was developed by Stamm (2005) and consists of the subdimensions of compassion satisfaction, compassion fatigue, and burnout. The Turkish adaptation of the scale was conducted by Yeşil et al. (2010) and consists of thirty items and three subscales. Compassion satisfaction (job satisfaction) is the first of the subscales and refers to the sense of satisfaction and contentment an employee feels as a result of helping another person in need in their profession or job. Items 3, 6, 12, 16, 18, 20, 22, 24, 27, and 30 on the scale measure job satisfaction (Min 0-Max 50). A high score on this subscale indicates increased satisfaction or fulfillment as a helper. The second subscale, burnout, is a test that measures feelings of exhaustion arising from difficulties in coping with problems in work life. Items 1, 4, 8, 10, 15, 17, 19, 21, 26, and 29 on the scale measure burnout (Min 0-Max 25). A high score on this subscale indicates a high level of burnout

  T1: Baseline, T2: 1 day post education, TE: 1 Months post intervention

Other Outcomes (1)

• Evaluation of simulation design

  T1: Baseline, T2: 1 day post education, T3: 1 Months post intervention

Study Arms (3)

Group 1 Standart psychosocial care skills training

ACTIVE COMPARATOR

Nurses Receiving Simulation Based Training and classical psychosocial care skills training

Behavioral: Simulation-based education and classical education

Group 2

ACTIVE COMPARATOR

only the group that will receive training in classical psychosocial care skills

Behavioral: classical education

Group 3

NO INTERVENTION

No training will be given to any group

Interventions

Simulation-based education and classical education BEHAVIORAL

Simulation-based psychosocial care skills training and classical psychosocial care skills training will be prepared for oncology nurses.

Group 1 Standart psychosocial care skills training

classical education BEHAVIORAL

classical psychosocial care skills training will be prepared for oncology nurses.

Group 2

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• months or more experience of working with oncology patients
• Not having received training on psychosocial care skills after graduation
• Oncology nurses who volunteered to participate in the study

You may not qualify if:

• Having less than 6 months of experience working with oncology patients
• To have received training on psychosocial care skills after graduation
• Not volunteering to participate in the research

Sponsors & Collaborators

• Uskudar University: lead
• Acibadem Maslak Hospital: collaborator
• Acıbadem Atunizade Hospital: collaborator
• Acibadem Atakent University Hospital: collaborator

Study Sites (2)

Tülay Demiray

Istanbul, Turkey, 50506, Turkey (Türkiye)

NOT YET RECRUITING

Acibadem Altunizade Hospital

Istanbul, Turkey (Türkiye)

RECRUITING

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: single participant
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: MSc

Model Details: Parallel Assignment

Study Record Dates

• First Submitted: May 1, 2025
• First Posted: July 28, 2025
• Study Start: March 15, 2025
• Primary Completion: November 10, 2025
• Study Completion: November 30, 2025
• Last Updated: July 28, 2025

Record last verified: 2025-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (2)