THE EFFECT OF STANDARD PATIENT AND WEB-BASED SIMULATION ON FALL KNOWLEDGE AND ATTITUDES AMONG NURSING STUDENTS

NCT07391111 | Not Yet Recruiting

• 1 other identifier: 2024/028
• Study Type: interventional
• Target: 81
• Locations: 1 country
• Sites: 1

Brief Summary

The most fundamental principle of any healthcare service is "First, do no harm." No one should be harmed in healthcare services. Falls are the most frequently reported and preventable incident among all safety incidents in the hospital environment. However, falls are the most frequently reported incident among all safety incidents. Patient falls are the most common adverse events in hospitals. Patient falls in hospitals cause physiological and psychological harm to patients, affect the timeliness, effectiveness, and efficiency of care, and lead to increases in hospital costs and length of stay. Therefore, preventing falls, which have serious consequences, is of vital importance in terms of patient safety and healthcare quality. Nurses are a group that can sensitively identify and manage issues related to patient safety. Therefore, it is important to identify and reduce the underlying risk factors for falls in patients and to provide appropriate nursing interventions to prevent secondary injuries in patients who have fallen. Simulation is an important part of nursing education because it improves patient care and ensures patient safety. Simulation-based learning provides students with realistic clinical situations, allowing them to practice clinical skills in a safe environment. This enables students to develop their clinical skills, communication, decision-making, and self-efficacy in a risk-free, safe, and structured environment, representing a contemporary teaching approach. Teaching safe patient care during nursing students' education is one of the most fundamental elements of nursing education. Inadequate nursing knowledge and attitudes increase the risk of falls among patients receiving care. Students with insufficient clinical experience are at high risk of making undesirable errors in patient care. It is important to increase nursing students' knowledge and attitudes regarding falls during their education. The standard patient and web-based simulation application offers the closest experience to real clinical situations, providing students with significant potential to become aware of falls they may encounter in practice and prevent potential errors. The increasing importance given to patient safety due to the rising number of fall cases supports the necessity of this research. The aim of this study is to evaluate the effect of standard patient and web-based simulation methods on nursing students' knowledge and attitudes regarding falls.

Conditions

Patient Safety; Fall; Simulation Edication

Keywords

web-based simulation; standard patient; nursing students; randomized controlled trial

Outcome Measures

Primary Outcomes (2)

• Planned Mean Change in Total Knowledge Score on the Fall Prevention Knowledge Test (0-28)

  Planned Mean Change in Total Knowledge Score on the Fall Prevention Knowledge Test (0-28) Total knowledge score will be measured using the Fall Prevention Knowledge Test among nursing students. Change from baseline will be assessed.

  From enrollment to the 8th week of the intervention

• Planned Mean Change in Attitude Score on the Nurses' Attitudes Toward Fall Prevention Scale

  Planned Mean Change in Attitude Score on the Nurses' Attitudes Toward Fall Prevention Scale Mean attitude score will be measured using the Nurses' Attitudes Toward Fall Prevention Scale among nursing students. Change from baseline will be assessed.

  From enrollment to 8 weeks after intervention

Secondary Outcomes (4)

• Planned Mean Change in Total Knowledge Score on the Patient Fall Prevention Knowledge Test

  Immediately after the intervention

• Planned Mean Change in Average Attitude Score on the Nurses' Attitudes Towards Fall Prevention Scale

  Immediately after the intervention

• Planned Mean Change in Student Satisfaction Score Regarding the Simulation Experience

  Immediately after the intervention

• Planned Mean Change in Learning Self-Confidence Score Regarding the Simulation Experience

  Immediately after the intervention

Study Arms (3)

Group 1 Group trained with a standard patient in the simulation lab

EXPERIMENTAL

Other: Standardized patient

Group 2 The group is receiving web-based simulation training in a laboratory setting.

EXPERIMENTAL

Other: web-based simulation

Group 3 Classical classroom education group.

NO INTERVENTION

Interventions

Standardized patient OTHER

The group receiving training with standard patients in a simulation laboratory environment.

Group 1 Group trained with a standard patient in the simulation lab

web-based simulation OTHER

Group receiving training through web-based simulation in a laboratory environment.

Group 2 The group is receiving web-based simulation training in a laboratory setting.

Eligibility Criteria

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

You may qualify if:

• A senior nursing student at Aydın Adnan Menderes University Faculty of Nursing
• Volunteering to participate in the study
• Not absent at any time during the study period
• Working/not working as a nurse

You may not qualify if:

• Graduated from a health vocational high school
• Admitted through the Foreign Student Exam (YÖS)
• Graduated from a health-related associate's degree program and then enrolled in the nursing department through the Vertical Transfer Exam (DGS)
• Students who did not wish to participate in the study were excluded from the study.

Sponsors & Collaborators

• ESRA ERTUĞRUL: lead

Study Sites (1)

Adnan Menderes University

Aydin, Turkey (Türkiye)

Location

Central Study Contacts

ESRA ERTUĞRUL

CONTACT

+9005071053241; esraertugrul3232@gmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Lecturer

Study Record Dates

• First Submitted: December 31, 2025
• First Posted: February 5, 2026
• Study Start: January 5, 2026
• Primary Completion: April 1, 2026
• Study Completion: May 22, 2026
• Last Updated: February 5, 2026

Record last verified: 2026-02

Data Sharing

• IPD Sharing: Will share
• Shared Documents: SAP, ICF, CSR
• Time Frame: August 2026-December 2026
• Access Criteria: Access to data will be available only after a written request from the researcher and a review by the research team for scientific relevance. Access will only be provided by securely transmitting designated datasets via email; no sharing will be made via any open-access repository or online platform.

Locations

TU (1)