Simulation-Based Schizophrenia Training in Nursing Education

NCT07757750 | Completed

• 1 other identifier: E-10840098-202.3.02-7211
• Study Type: interventional
• Target: 105
• Locations: 1 country
• Sites: 1

Brief Summary

This study aims to examine the effect of a schizophrenia scenario-based simulation on nursing students' knowledge, empathy, and caregiving competence. The study uses a single-group pre-test/post-test (quasi-experimental) design. Nursing students enrolled in a Mental Health and Psychiatric Nursing course at a foundation university in Istanbul, Türkiye, who have not previously participated in a similar simulation, are invited to take part. Before the simulation, participants complete a set of questionnaires assessing their knowledge about schizophrenia, empathy level, and caregiving competence. They then take part in a structured simulation session involving a standardized patient portraying a person with schizophrenia. The session includes a preparation phase, a prebriefing session, a 15-minute clinical encounter in which the student conducts a therapeutic interview and mental status examination, and a debriefing session guided by a structured reflective model. Immediately afterward, participants complete the same questionnaires again, along with a scale measuring their perception of the simulation's educational effectiveness. The purpose of the study is to determine whether this type of simulation-based training improves nursing students' knowledge, empathy, and confidence in caring for individuals with schizophrenia, and to contribute evidence on the use of simulation in psychiatric nursing education.

Conditions

SCHIZOPHRENIA 1 (Disorder); Simulation Based Learning; Nursing Students

Keywords

Schizophrenia; Simulation Training; Students, Nursing; Empathy

Outcome Measures

Primary Outcomes (3)

• Knowledge About Schizophrenia Questionnaire

  Nursing students' knowledge about schizophrenia will be assessed using the Knowledge About Schizophrenia Questionnaire, originally developed by Ascher-Svanum and adapted into Turkish by Görkem-Atalan, Karaoğlan-Kahiloğulları, and Örsel. The scale consists of 23 unidimensional items, with total scores ranging from 0 to 23. Higher scores indicate a higher level of knowledge about schizophrenia.

  Baseline (before simulation, Day 1) and end of Day 1 (after simulation completion)

• Toronto Empathy Questionnaire

  Nursing students' empathy levels will be assessed using the Toronto Empathy Questionnaire, originally developed by Spreng et al. and adapted into Turkish by Totan, Doğan, and Sapmaz . The 5-point Likert-type scale consists of 13 items (8 reverse-scored), with total scores ranging from 13 to 65. Higher scores indicate a higher level of empathy

  Baseline (before simulation, Day 1) and end of Day 1 (after simulation completion)

• Caregiving Competence Scale

  Nursing students' caregiving competence will be assessed using the Caregiving Competence Scale , originally developed by Pearlin et al. and adapted into Turkish by Demir Avcı and Gözüm. The 4-point Likert-type scale consists of 4 items, with total scores ranging from 4 to 16. Higher scores indicate a higher level of perceived caregiving competence

  Baseline (before simulation, Day 1) and end of Day 1 (after simulation completion)

Secondary Outcomes (1)

• Simulation Effectiveness Tool-Modified

  Baseline (before simulation, Day 1) and end of Day 1 (after simulation completion)

Study Arms (1)

Experimental Group

EXPERIMENTAL

There is one group: The intervention was delivered before students began their psychiatric clinical placement and consisted of four sequential phases - preparation, prebriefing, clinical simulation, and debriefing - with identical learning objectives, environment, scenario, and procedures maintained across all participants to preserve intervention fidelity.

Behavioral: Simulation

Interventions

Simulation BEHAVIORAL

Simulation Intervention: The intervention was delivered before students began their psychiatric clinical placement and consisted of four sequential phases - preparation, prebriefing, clinical simulation, and debriefing - with identical learning objectives, environment, scenario, and procedures maintained across all participants to preserve intervention fidelity.

Experimental Group

Eligibility Criteria

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

You may qualify if:

• Enrolled in the Mental Health and Psychiatric Nursing course at the Nursing Department during the 2025-2026 academic year
• Has not previously participated in a similar schizophrenia scenario-based simulation
• Voluntarily agrees to participate in the study and provides written informed consent

You may not qualify if:

• Declines to provide written informed consent
• Has previously participated in a schizophrenia scenario-based simulation
• Fails to complete the pre-test or post-test questionnaires in full

Sponsors & Collaborators

• Medipol University: lead

Study Sites (1)

Istanbul Medipol University

Istanbul, Beykoz, 34810, Turkey (Türkiye)

Location

Related Publications (1)

• 1. Ascher-Svanum, H. (1999). Development and validation of a measure of patients' knowledge about schizophrenia. Psychiatric Services, 50(4), 561-563. https://doi.org/10.1176/ps.50.4.561 2. Görkem-Atalan, S. D., Karaoğlan-Kahiloğulları, A., & Örsel, S. (2018). Şizofreni hakkında bilgi düzeyi ölçeği Türkçe formunun geçerlilik ve güvenilirliği. Bilişsel Davranışçı Psikoterapi ve Araştırmalar Dergisi, 7, 1-6. https://doi.org/10.5455/JCBPR.270028 Spreng, R. N., McKinnon, M. C., Mar, R. A., & Levine, B. (2009). 3. The Toronto Empathy Questionnaire: Scale development and initial validation of a factor-analytic solution to multiple empathy measures. Journal of Personality Assessment, 91(1), 62-71. https://doi.org/10.1080/00223890802484381 4. Totan, T., Doğan, T., & Sapmaz, F. (2012). The Toronto Empathy Questionnaire: Evaluation of psychometric properties among Turkish university students. Eurasian Journal of Educational Research, 46, 179-198. 5.Pearlin, L. I., Mullan, J. T., Semple, S. J., & Skaff, M. M. (1990). Caregiving and the stress process: An overview of concepts and their measures. The Gerontologist, 30(5), 583-594. https://doi.org/10.1093/geront/30.5.583 6. Demir Avcı, Y., & Gözüm, S. (2022). Adaptation and psychometric testing of the Turkish Caregiving Competence Scale. Bezmialem Science, 10(1), 81-87. https://doi.org/10.14235/bas.galenos.2020.4152 7.Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015). Updating the Simulation Effectiveness Tool: Item modifications and reevaluation of psychometric properties. Nursing Education Perspectives, 36(5), 317-323. https://doi.org/10.5480/15-1671 8. Şahin, G., Buzlu, S., Kuğuoğlu, S., & Yılmaz, S. (2020). Reliability and validity of the Turkish version of the Simulation Effectiveness Tool-Modified. Florence Nightingale Journal of Nursing, 28(3), 250-257. https://doi.org/10.5152/FNJN.2020.19157

  BACKGROUND

MeSH Terms

Conditions

Schizophrenia

Condition Hierarchy (Ancestors)

Schizophrenia Spectrum and Other Psychotic Disorders; Mental Disorders

Study Officials

• Merve Geylani, phD

  Istanbul Medipol Unversity

  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: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: All participants received the same intervention with no control Group; outcomes were assessed pre- and post- intervention within the same Group.

Study Record Dates

• First Submitted: July 30, 2026
• First Posted: August 11, 2026
• Study Start: October 27, 2025
• Primary Completion: November 3, 2025
• Study Completion: November 3, 2025
• Last Updated: August 11, 2026

Record last verified: 2026-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)