Different Reality Simulation Education Methods on Nursing Students

NCT07435233 | Active Not Recruiting

• 2 other identifiers: 2026-KTUHEM-61TÜBİTAK
• Study Type: interventional
• Target: 102
• Locations: 1 country
• Sites: 1

Brief Summary

To compare the impact of simulation practices using a high-reality simulator, hybrid simulator and task-trainers on tracheal aspiration levels of nursing students' knowledge, skills, satisfaction, and self-confidence.

Conditions

Simulation Training

Keywords

Nursing education; simulation technics; tracheal aspiration

Outcome Measures

Primary Outcomes (3)

• Tracheal Aspiration Knowledge Test

  How do different simulation methods affect students' knowledge levels regarding tracheal aspiration procedure? The Tracheal Aspiration Knowledge Test is a 20-item assessment tool developed by researchers based on the literature.

  before the intervention, immediately after the intervention, and at a two-week follow-up

• Tracheal Aspiration Skill Checklist

  Is there a significant difference in students' tracheal aspiration skill levels between applications performed with a high-fidelity simulator, a hybrid simulator, and a skill dummy? The Tracheal Aspiration Skills Checklist consists of three sections: pre-aspiration, implementation, and post-procedure evaluation. Each step is scored as "performed correctly" (2 points), "performed incompletely/incorrectly" (1 point), or "not performed" (0 points).

  before the intervention, immediately after the intervention, and at a two-week follow-up

• Student Satisfaction and Self-Confidence in Learning Scale

  How do different simulation methods affect students' satisfaction and self-confidence levels regarding tracheal aspiration procedures? This scale measures students' satisfaction and self-confidence in learning within a simulation environment. It consists of a total of 12 items. Each item is rated on a five-point Likert scale, where 1 represents the lowest score and 5 represents the highest score.

  before the intervention, immediately after the intervention, and at a two-week follow-up

Secondary Outcomes (1)

• Simulation Design Scale

  immediately after the intervention

Study Arms (3)

Experimental: Group 1: High-Fidelity Simulation Group

EXPERIMENTAL

Experimental Group 1 (High-Fidelity Simulation Group): Nursing students in this group will receive training using a high-fidelity (high-reality) simulator. The simulation scenario will be conducted in a fully immersive environment designed to closely replicate clinical conditions.

Other: High-Fidelity Simulation

Experimental: Group 2: Hybrid Simulation Group

EXPERIMENTAL

Experimental Group 2 (Hybrid Simulation Group): Nursing students in this group will be trained using a hybrid simulation model that combines simulation-based applications with additional instructional components.

Other: Hybrid Simulation

Control Group: Routine Skills Training Group

OTHER

Control Group (Routine Skills Training Group): Students in the control group will receive traditional skills training using a standard skills mannequin as part of routine laboratory practice.

Other: Training mannequin

Interventions

High-Fidelity Simulation OTHER

It is life-sized and allows for the application of different patient scenarios, simulating eye blinking, pupil reaction, speech sounds, normal and abnormal respiratory and heart sounds, enabling the measurement of normal and abnormal vital signs (oxygen saturation, respiration, pulse, blood pressure, body temperature), allowing for peripheral venous catheterization and bladder catheterization, featuring movable head and chin, a flexible mouth structure for insertion of the endotracheal tube, and facilitating aspiration procedures.

Experimental: Group 1: High-Fidelity Simulation Group

Hybrid Simulation OTHER

This technique is based on simulating the intermediate devices used in diagnosis and treatment, rather than simulating the human body itself. In patient diagnosis and treatment, values are monitored on a patient monitor, sounds from various parts of the body are listened to with a stethoscope, and other procedures are performed using similar intermediate devices. Therefore, simulating these intermediate devices provides a similar simulation experience.

Experimental: Group 2: Hybrid Simulation Group

Training mannequin OTHER

The skills mannequin is a life-size, training simulation dummy routinely used in laboratory classes. It allows for the step-by-step performance of tracheal aspiration (TA), features a flexible mouth structure enabling insertion of an endotracheal tube, and can simulate normal/abnormal breathing and heart sounds. It also has features supporting the measurement of vital signs such as oxygen saturation, respiration, pulse, blood pressure, and body temperature.

Control Group: Routine Skills Training Group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Being a first-year nursing student and currently continuing education,
• Having attended the tracheal aspiration (TA) theoretical and laboratory training provided within the scope of this study,
• Agreeing to participate in the study.

You may not qualify if:

• Not having attended the TA theoretical and laboratory training provided within the scope of this study,
• Having prior educational experience related to basic nursing skills,
• Currently studying in or having graduated from a vocational health high school or any health-related high school, associate, or undergraduate program,
• Refusing to participate in the study.

Sponsors & Collaborators

• Karadeniz Technical University: lead

Study Sites (1)

Karadeniz Technical University

Trabzon, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: INVESTIGATOR
• Masking Details: To ensure objective evaluation, investigators, selected solely for monitoring purposes and excluded from the randomization process, will administer the pre-test, post-test, and retention tests. For blinding purposes, the observer will not know which group the student being monitored belongs to.
• Purpose: OTHER
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: assistant professor

Study Record Dates

• First Submitted: February 20, 2026
• First Posted: February 27, 2026
• Study Start: January 1, 2026
• Primary Completion: May 5, 2026
• Study Completion (Estimated): March 5, 2027
• Last Updated: February 27, 2026

Record last verified: 2026-02

Locations

TU (1)