Home Visit Simulation-based Earthquake Preparedness Training for Nursing Students

NCT07712185 | Active Not Recruiting

• 1 other identifier: Duzce-U-merve0006
• Study Type: interventional
• Target: 39
• Locations: 1 country
• Sites: 1

Brief Summary

In earthquake preparedness, nurses, who constitute the largest group among healthcare professionals, are expected to play an active role. Public health nurses, with their population-focused protection philosophy, are at the forefront of managing the earthquake preparedness phase. Public health nurses play an active role in practices such as providing health education through home visits, identifying household risks and taking preventive measures, and organizing drills. In this context, nurses need to have sufficient knowledge and skills to take appropriate interventions. However, managing an effective preparedness process is not limited to knowledge and skills alone; it also requires the development of nurses' attitudes and beliefs towards disasters. Therefore, it is of great importance that nursing students graduate with positive attitudes and strong beliefs about earthquake preparedness, in addition to their knowledge and skills. However, developing these skills necessitates the use of experiental learning-based educational methods instead of traditional teaching methods. Therefore, this study was planned to examine the effect of home visit simulation-based earthquake preparedness training, which offers experiental learning opportunities, on nursing students' communication skills, earthquake awareness, and self-regulated learning skills.

Conditions

Communication Skills; Self Directed Learning; Earthquake

Keywords

home visiting; simulation; eathquake awareness; communication skills; self directed learning

Outcome Measures

Primary Outcomes (3)

• Earthquake Preparedness Attitudes and Beliefs

  Earthquake Preparedness Attitudes and Beliefs Scale:This scale is used to evaluate individuals' attitudes and beliefs regarding earthquake preparedness behaviors. The scale consists of four sub-dimensions: attitude, subjective norm, perceived behavioral control, and behavioral intention. Consisting of a total of 8 items, the scale is structured using a 7-point Likert type, with items scored between "1=Strongly disagree" and "7=Strongly agree". The minimum possible score on the scale is 8, and the maximum score is 56. A higher score indicates that individuals have positive attitudes and strong beliefs regarding earthquake preparedness behaviors.

  Baseline and immediately after the simulation intervention

• The Communication Skills

  The Communication Skills Scale was adapted into Turkish by and to assess individuals' communication skills. The scale consists of four subdimensions: competence, barriers, body language, and valuing. It includes a total of 36 items rated on a 5-point Likert scale ranging from "1 = Strongly disagree" to "5 = Strongly agree." Some items are reverse scored. The minimum possible score on the scale is 36, while the maximum possible score is 180. Higher scores indicate better communication skills and more effective interpersonal communication.

  Baseline and immediately after the simulation intervention

• The Self-Directed Learning Skills

  The Self-Directed Learning Skills Scale was developed by and to evaluate individuals' self-directed learning skills. The scale consists of four subdimensions: motivation, self-monitoring, self-control, and self-confidence. It includes a total of 21 items rated on a 5-point Likert scale ranging from "1 = Never" to "5 = Always." The minimum possible score on the scale is 21, while the maximum possible score is 105. Higher scores indicate higher levels of self-directed learning skills and greater ability to manage one's own learning process effectively.

  Baseline and immediately after the simulation intervention

Study Arms (1)

Simulation group

EXPERIMENTAL

Participants in the intervention group participated in two home visit simulations where the first home visit, where they acted as a public health nurse, lasted a maximum of 10 minutes, and the second home visit lasted a maximum of 15 minutes. Debriefings averaging 30 minutes were conducted at the end of each visit.

Behavioral: Home Simulation

Interventions

Home Simulation BEHAVIORAL

Participants conducted home visits in a simulated home environment. The first home visit involved data collection and assessment of indoor earthquake risks. The second home visit involved earthquake preparedness training (preparing an earthquake kit, identifying a survival triangle area, demonstrating the "drop, cover, and hold" procedure, etc.).

Simulation group

Eligibility Criteria

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

You may qualify if:

• Being a nursing student
• Volunteering to participate in the study
• Being able to understand and answer the study questions
• Completing all data collection forms

You may not qualify if:

• Refusing to participate in the study
• Incomplete completion of data collection forms
• Withdrawal from the study at any stage
• Having communication problems that may prevent participation in the study

Sponsors & Collaborators

• Duzce University: lead

Study Sites (1)

Duzce University

Center, Düzce, 81100, Turkey (Türkiye)

Location

Study Design

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

Study Record Dates

• First Submitted: May 18, 2026
• First Posted: July 17, 2026
• Study Start: May 4, 2026
• Primary Completion: May 12, 2026
• Study Completion (Estimated): October 10, 2026
• Last Updated: July 17, 2026

Record last verified: 2026-05

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)