The Contribution of Scenario Writing to Learning Stoma Care in Nursing Education: A Mixed-Methods Quasi-Experimental Intervention Study

This study aims to evaluate the effectiveness of scenario writing and role-play-based learning on nursing students' knowledge related to stoma care. The study uses a mixed-methods, quasi-experimental design including an intervention and a control group. Students in the intervention group participate in an eight-week scenario-based learning program consisting of scenario writing, dramatization (role-play), and structured feedback sessions. The control group receives no additional educational activity beyond the standard curriculum. Stoma care knowledge is assessed using a pre-test administered on October 27, 2025, and a post-test administered on December 22, 2025. In addition, qualitative data are collected from intervention-group participants through semi-structured focus group interviews to explore changes in confidence, perceived skills, and learning experiences. The goal of the study is to determine whether scenario-based learning strengthens the acquisition of stoma care knowledge and enhances students' educational experiences.

NCT Number	NCT07276659
Lead Sponsor	hatice akaltun
Conditions	Stoma Care Education in Nursing Students
Enrollment	60 participants
Start Date	2025-10-27
Primary Completion	2025-12-22 (estimated)
Study Completion	2025-12-22 (estimated)
Updated on ClinicalTrials.gov	2026-02-18