Simulation Training for Adolescent Leukemia Care in Nursing Students

NCT07660770 | Active Not Recruiting

• 1 other identifier: E-59394181-100-137320
• Study Type: interventional
• Target: 18
• Locations: 1 country
• Sites: 1

Brief Summary

This study aims to evaluate the effects of scenario-based simulation training for adolescent leukemia care on nursing students' perceived stress, knowledge level, and learning satisfaction. Nursing students often encounter challenges when managing complex clinical situations involving pediatric oncology patients. Simulation-based education may help students develop clinical skills and confidence in a safe learning environment. The study investigates whether participation in an adolescent leukemia simulation scenario improves students' knowledge related to extravasation management, affects their perceived stress levels, and enhances their learning satisfaction. In addition, students' experiences and perceptions regarding the simulation training will be explored through qualitative interviews.

Conditions

Nursing Education; Simulation Training; Stress, Psychological; Leukemia

Keywords

simulation-based learning; nursing students; adolescent leukemia; extravasation; perceived stress; debriefing; mixed methods; student satisfaction; PEARLS model

Outcome Measures

Primary Outcomes (2)

• Extravasation Knowledge Level

  Change in nursing students' knowledge about extravasation management, assessed using a 10-item multiple-choice knowledge test developed by the researchers. Each correct answer scores 1 point (total: 0-10). Higher scores indicate better knowledge.

  Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)

• Perceived Stress Level

  Change in perceived stress measured with the Nursing Student Perceived Stress Scale (NSPSS; Karaca et al., 2015), a 29-item, 5-point Likert scale with 6 subscales. Total scores range from 0 to 116; higher scores indicate greater perceived stress.

  Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)

Secondary Outcomes (1)

• Student Satisfaction and Self-Confidence in Learning

  Immediately after simulation and debriefing (post-simulation only, approximately 1 hour after baseline)

Other Outcomes (1)

• Students' Simulation Experiences (Qualitative)

  Immediately after debriefing session (approximately 1-1.5 hours after baseline)

Study Arms (1)

Simulation Training Group

EXPERIMENTAL

Third-year nursing students who received scenario-based simulation training on extravasation management in an adolescent leukemia patient, followed by structured debriefing using the PEARLS model.

Other: Scenario-Based Simulation Training

Interventions

Scenario-Based Simulation Training OTHER

A simulation-based educational intervention consisting of prebriefing (3 min), environmental orientation (3 min), scenario-based simulation on extravasation management in an adolescent leukemia patient (10 min), and structured debriefing using the PEARLS model (30 min). Pre- and post-tests were administered to assess perceived stress, knowledge level, and student satisfaction.

Also known as: Simulation-Based Learning

Simulation Training Group

Eligibility Criteria

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

You may qualify if:

• Third-year nursing students enrolled at Atılım University, Faculty of Health Sciences, Department of Nursing
• Voluntary participation in the study
• Not having previously taken the NURS302 - Child Health and Diseases course

You may not qualify if:

• Withdrawal from the study at any stage
• Incomplete completion of data collection forms

Sponsors & Collaborators

• Atılım University: lead

Study Sites (1)

Atılım University, Faculty of Health Sciences, Department of Nursing

Ankara, 06830, Turkey (Türkiye)

Location

Related Publications (16)

• Watts, P. I., Rossler, K., Bowler, F., Miller, C., Charnetski, M., Decker, S., & Hallmark, B. (2021). Healthcare simulation standards of best practice: Outcomes and objectives. Clinical Simulation in Nursing, 58, 45-48. https://doi.org/10.1016/j.ecns.2021.08.014

  BACKGROUND

• Shin S, Park JH, Kim JH. Effectiveness of patient simulation in nursing education: meta-analysis. Nurse Educ Today. 2015 Jan;35(1):176-82. doi: 10.1016/j.nedt.2014.09.009. Epub 2014 Oct 29.

  PMID: 25459172 BACKGROUND

• Sheu S, Lin HS, Hwang SL. Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: the effect of coping behaviors. Int J Nurs Stud. 2002 Feb;39(2):165-75. doi: 10.1016/s0020-7489(01)00016-5.

  PMID: 11755447 BACKGROUND

• Labrague LJ, McEnroe-Petitte DM, Bowling AM, Nwafor CE, Tsaras K. High-fidelity simulation and nursing students' anxiety and self-confidence: A systematic review. Nurs Forum. 2019 Jul;54(3):358-368. doi: 10.1111/nuf.12337. Epub 2019 Mar 10.

  PMID: 30852844 BACKGROUND

• Koukourikos K, Tsaloglidou A, Kourkouta L, Papathanasiou IV, Iliadis C, Fratzana A, Panagiotou A. Simulation in Clinical Nursing Education. Acta Inform Med. 2021 Mar;29(1):15-20. doi: 10.5455/aim.2021.29.15-20.

  PMID: 34012208 BACKGROUND

• Kim J, Park JH, Shin S. Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis. BMC Med Educ. 2016 May 23;16:152. doi: 10.1186/s12909-016-0672-7.

  PMID: 27215280 BACKGROUND

• Karaçay, P., & Kaya, H. (2017). Simülasyonla eğitimde kullanılan "Öğrenci Memnuniyeti ve Öğrenmede Kendine Güven Ölçeği"nin Türkçeye uyarlanması. Florence Nightingale Hemşirelik Dergisi, 25(2), 95-103. https://doi.org/10.17672/fnhd.79503

  BACKGROUND

• Karaca, A., Yıldırım, N., Ankaralı, H., Açıkgöz, F., & Akkuş, D. (2015). Hemşirelik öğrencileri için algılanan stres, biyo-psiko-sosyal cevap ve stresle baş etme davranışları ölçeklerinin Türkçe'ye uyarlanması. Psikiyatri Hemşireliği Dergisi, 6(1), 15-25. https://doi.org/10.5505/phd.2015.40316

  BACKGROUND

• Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2), S1-S64. https://doi.org/10.1016/S2155-8256(15)30062-4

  BACKGROUND

• European Oncology Nursing Society (EONS). (2018). Extravasation guidelines. EONS.

  BACKGROUND

• Jeffries, P. R. (2016). The NLN Jeffries simulation theory. National League for Nursing.

  BACKGROUND

• Hustad J, Johannesen B, Fossum M, Hovland OJ. Nursing students' transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study. BMC Nurs. 2019 Nov 8;18:53. doi: 10.1186/s12912-019-0376-5. eCollection 2019.

  PMID: 31719793 BACKGROUND

• Franklin AE, Burns P, Lee CS. Psychometric testing on the NLN Student Satisfaction and Self-Confidence in Learning, Simulation Design Scale, and Educational Practices Questionnaire using a sample of pre-licensure novice nurses. Nurse Educ Today. 2014 Oct;34(10):1298-304. doi: 10.1016/j.nedt.2014.06.011. Epub 2014 Jul 9.

  PMID: 25066650 BACKGROUND

• Cant RP, Cooper SJ. The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis. Nurse Educ Pract. 2017 Nov;27:45-62. doi: 10.1016/j.nepr.2017.08.012. Epub 2017 Aug 19.

  PMID: 28843948 BACKGROUND

• Brentnall J, Thackray D, Judd B. Evaluating the Clinical Reasoning of Student Health Professionals in Placement and Simulation Settings: A Systematic Review. Int J Environ Res Public Health. 2022 Jan 14;19(2):936. doi: 10.3390/ijerph19020936.

  PMID: 35055758 BACKGROUND

• Alinier G, Hunt B, Gordon R, Harwood C. Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education. J Adv Nurs. 2006 May;54(3):359-69. doi: 10.1111/j.1365-2648.2006.03810.x.

  PMID: 16629920 BACKGROUND

MeSH Terms

Conditions

Stress, Psychological; Leukemia

Condition Hierarchy (Ancestors)

Behavioral Symptoms; Behavior; Neoplasms by Histologic Type; Neoplasms; Hematologic Diseases; Hemic and Lymphatic Diseases

Study Officials

• Didem Yüksel, PhD

  Atilim University School of Health Sciences, Department of Nursing

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Single-group pre-test/post-test quasi-experimental design with mixed methods approach. All participants underwent scenario-based simulation training on adolescent leukemia/extravasation management.

Study Record Dates

• First Submitted: June 16, 2026
• First Posted: June 22, 2026
• Study Start: May 18, 2026
• Primary Completion: June 16, 2026
• Study Completion: June 16, 2026
• Last Updated: June 22, 2026

Record last verified: 2026-05

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)