Simulation TrainingDisabilityNCT07609238
Developing Disability Awareness, Attitude, and Empathy in Nursing Students
A study testing Disability Awareness Education, Virtual Reality Group and Standart Patient Group in people with Simulation Training and Students, Nursing, run by Baskent University.
Trial summary
Abstract Individuals with disabilities frequently face barriers to accessing healthcare services due to physical, social, economic, and policy-related factors. As essential members of the healthcare workforce, nurses play a critical role in addressing these inequities. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Simulation Training, Students, Nursing, Attitude
- What is being tested?
- Disability Awareness Education, Virtual Reality Group and Standart Patient Group
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 66 participants
- Where
- No sites listed yet
- Study dates
- 15 Sep 2026to Jun 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Must be a 3rd or 4th-year student in the Department of Nursing at Başkent University.
- Must be willing to participate in the study.
Who cannot join
- Any kind of disability.
- A visually-related problem
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
Ziyafet Ugurlu, Proff.Dr. contact
About this study
Official title: A Randomized Controlled Trial Comparing Training Programs Designed to Improve Awareness, Attitudes, and Empathy Toward Individuals With Disabilities in Nursing Students
Abstract
Individuals with disabilities frequently face barriers to accessing healthcare services due to physical, social, economic, and policy-related factors. As essential members of the healthcare workforce, nurses play a critical role in addressing these inequities. Previous studies focusing on disability awareness, attitudes, and empathy highlight the need for high-quality research employing mixed-method, simulation-based interventions aimed at enhancing awareness and empathy, fostering positive attitudes, and supporting learning outcomes. However, the existing literature lacks studies that simultaneously compare different simulation methods and comprehensively evaluate awareness, attitudes, and empathy using a multidimensional approach.
Read more
This study aims to examine the effectiveness of simulation-based interventions-standardized patient encounters and virtual reality training-in improving nursing students' awareness, strengthening positive attitudes, and increasing sensitivity in the delivery of healthcare services to individuals with disabilities. The findings are expected to support the integration and expansion of disability-focused simulation practices in nursing curricula and contribute to the development of evidence-based nursing education programs.
Keywords: nursing students; disability; attitude; simulation; virtual reality
Read the detailed description
This study aims to evaluate the effectiveness of simulation-based interventions designed to improve nursing students' awareness, attitudes, and empathy toward individuals with disabilities. The study will be conducted using a pre-test, mid-test, and post-test design within a double-blind, randomized controlled framework that includes a control group. A total of 60 third- and fourth-year students from the Nursing Department of Başkent University Faculty of Health Sciences will be enrolled. Participants will be assigned to three groups (20 students per group) using stratified block randomization.
Data will be collected using the Student Information Form, the Disability Awareness Scale, the Multidimensional Attitudes Toward Persons with Disabilities Scale, and the Multidimensional Empathy Scale.
The intervention will begin with Standard Disability Education delivered online via the Zoom platform to both the experimental and control groups in separate sessions. Subsequently, in accordance with schedules arranged by the researcher and students' course availability, Experimental Group 1 will receive a Standardized Patient Simulation, while Experimental Group 2 will participate in a Virtual Reality Simulation. Statistical analyses appropriate to the study design will be performed, and the level of statistical significance will be set at p = 0.05.
- Conditions
- Simulation Training, Students, Nursing, Attitude, Empathy Skills, Disabled People, Awareness and Knowledge Level
- Being tested
- Disability Awareness Education, Virtual Reality Group, Standart Patient Group
- Keywords
- simulation training, nursing students, attitude, empathy, disabled people, awareness
- Medical subject headings
- Behavior
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Disability Awareness EducationBehavioural
Participants will receive Disability Awareness Training delivered through face-to-face instruction. The training will cover core topics including the concept of disability, physical, social, and attitudinal barriers experienced by individuals with disabilities, challenges related to accessing healthcare services, and the roles and responsibilities of healthcare professionals in providing inclusive and equitable care. The intervention will be delivered using standardized educational content, and no additional simulation-based or technology-assisted interventions will be included.
Virtual Reality GroupBehavioural
Participants assigned to the Virtual Reality Intervention group will receive a Virtual Reality-based simulation intervention following the Disability Awareness Training. The Virtual Reality intervention will provide computer-generated experience designed to simulate situations encountered by individuals with disabilities, with the aim of enhancing participants' understanding, awareness, and empathy. The simulated scenarios will focus on challenges related to daily living, interaction with the environment, and access to healthcare services. The intervention will be delivered using standardized virtual reality content during the same academic term as the Disability Awareness Training and will be followed by a structured debriefing session facilitated by the researcher. No additional interventions will be applied to this group.
Standart Patient GroupBehavioural
Participants assigned to the Standardized Patient Intervention group will receive Disability Awareness Training, followed by a Standardized Patient-based simulation intervention. During the simulation, participants will provide care to a trained standardized patient portraying an individual with a disability, in accordance with the procedures and objectives outlined in the predefined scenarios. The simulation will be conducted using standardized scenarios during the same academic term as the Disability Awareness Training and will be followed by a structured debriefing session facilitated by the researcher. No additional interventions will be applied to this group.
| Study group | Role | What they receive |
|---|---|---|
| Standard Training Group | Experimental | Primary and secondary outcome data will be collected from participants in the control group at three time points. Baseline measurements (pre-test) will be obtained prior to the initiation of the study. Following the five-week standard Disability Awareness Training period, an interim assessment (mid-test) will be conducted to evaluate short-term changes in outcomes. Follow-up assessments (post-test) will be administered six weeks after the interim assessment to assess the longer-term effects of the training on participants' awareness, attitudes, and empathy toward individuals with disabilities. Receives: Behavioral: Disability Awareness Education |
| Standard Patient Group | Experimental | Outcome data for participants assigned to Intervention Group 1 will be collected at three predefined time points. Baseline assessments (pre-test) will be completed prior to the intervention. During the same academic week, participants will receive the Standardized Patient Intervention in conjunction with the Disability Awareness Training, with scheduling coordinated according to the course module and participants' availability. Immediately following the completion of the Standardized Patient procedure and the subsequent debriefing session, an interim assessment (mid-test) will be administered to evaluate short-term effects of the intervention. Follow-up assessments (post-test) will be conducted six weeks after the interim assessment to assess the longer-term impact on participants' awareness, attitudes, and empathy toward individuals with disabilities. Receives: Behavioral: Disability Awareness Education; Behavioral: Standart Patient Group |
| Virtual Reality Group | Experimental | Outcome data for participants assigned to Intervention Group 2 will be collected at three predefined time points. Baseline assessments (pre-test) will be completed prior to the intervention. During the same academic week, participants will receive the Virtual Reality Intervention in conjunction with the Disability Awareness Training, with scheduling coordinated according to the course module and participants' availability. Immediately after completion of the Virtual Reality procedure and the subsequent debriefing session, an interim assessment (mid-test) will be administered to evaluate short-term intervention effects. Follow-up assessments (post-test) will be conducted six weeks after the interim assessment to assess the longer-term impact of the intervention on participants' awareness, attitudes, and empathy toward individuals with disabilities. Receives: Behavioral: Disability Awareness Education; Behavioral: Virtual Reality Group |
What is being measured
The primary outcome is the main question the study is designed to answer.
Disability Awareness Program (DAP) scale
The primary outcome is the change in total score on the Disability Awareness Program (DAP) Scale, a 15 item self reported questionnaire designed to assess awareness related to disability. The DAP Scale evaluates three predefined domains: (1) Awareness of Basic Human Rights (5 items), (2) Awareness of Disability based on the ICF framework (6 items), and (3) Awareness of Diversity (4 items). Items are rated on a 5 point Likert scale. Reverse scoring is applied to items Q1-Q5, and weighted scoring is applied to items Q5, Q10, Q11, Q14, and Q15, according to the predefined scoring algorithm. The total score ranges from 0 to 100, with higher scores indicating greater disability awareness As part of this study, a validity and reliability study of the Turkish version of the original English scale will be conducted among first- and second-year undergraduate students enrolled in the Department of Nursing at Başkent University, in order to ensure its suitability for use in the target population
Measured: Change from baseline in disability awareness scores measured immediately after the interventions and at 6 weeks post-intervention.
The Multidimensional Attitudes Toward Persons with Disabilities Scale
The Multidimensional Attitudes Toward Persons with Disabilities Scale (MATPDS) was developed by Findler, Vilchinsky, and Werner in 2007. The scale provides a multidimensional assessment of adults' attitudes toward persons with disabilities across cognitive, affective, and behavioral domains. The Turkish validity and reliability study of the scale was conducted among university students by Yelpaze and Türküm in 2018, and the scale was reported to be suitable for use in the Turkish population. The scale consists of three subscales: Cognition, Affect, and Behavior. The scale is scored using a 5 point Likert format ranging from 1 = Not at all to 5 = Very much. In the Affect subscale, 11 items (items 1, 2, 3, 4, 5, 9, 10, 11, 12, 14, and 15), and in the Behavior subscale, 6 items (items 1, 2, 3, 4, 5, and 6) are reverse coded. Subscale scores as well as a total scale score can be calculated. Higher scores indicate more positive attitudes toward persons with disabilities.
Measured: Change from baseline in disability attitude scores measured immediately after the interventions and at 6 weeks post intervention.
Multidimensional Empathy Scale
The Multidimensional Empathy Scale (MES) is a valid and reliable 30-item instrument developed by Mayer and Caruso (1998) to provide a multidimensional emotional assessment of individuals' empathic abilities. The Turkish validity and reliability study of the original scale was conducted among university students by Turan et al. (2020), and the Turkish version was accepted as a valid and reliable tool for assessing empathy levels among nursing students. The scale consists of six dimensions: Personal Distress (8 items), Positive Sharing (5 items), Sensitive Crying (3 items), Emotional Attention (4 items), Feeling for Others (4 items), and Emotional Contagion (2 items). The 30-item scale is rated on a 5-point Likert scale ranging from 1 = Strongly disagree to 5 = Strongly agree. The total score ranges from 30 to 150, with higher total scores indicating higher levels of multidimensional empathic ability.
Measured: Change from baseline in disability empathy scores measured immediately after the interventions and at 6 weeks post intervention.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted27 May 2026
- Study start15 Sep 2026 (estimated)
- Primary completionNov 2026 (estimated)
- Study completionJun 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (62)Papers the sponsor has linked to this study.
- Other trials for Simulation TrainingStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Factorial
- Model description
- This study was designed as a single-blind, randomised controlled trial with a control group, employing a pre-test, mid-test, and post-test design, to evaluate the effectiveness of simulation-based programmes developed to enhance nursing students' awareness, attitudes, and empathy toward individuals with disabilities.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 66 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Baskent University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, EMINE KOC, Baskent University
- Investigators
- Ziyafet Ugurlu, Proff.Dr., Study director, Baskent UniversityEmine Koc, Phd student, Principal investigator, Baskent University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07609238
- Sponsor's protocol ID
- KA26/105
- Acronym
- Disability
- Status last verified
- May 2026
- First submitted
- 19 Apr 2026
- Last updated
- 3 Jun 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Turan N, Durgun H, Kaya H, Asti T. Turkish adaptation of the Multidimensional Emotional Empathy Scale: A validity and reliability study. Perspect Psychiatr Care. 2021 Apr;57(2):455-462. doi: 10.1111/ppc.12616. Epub 2020 Sep 9.
PubMed 32902867Yelpaze, İ. ve Türküm, A. S. (2018). Engellilere Yönelik Çok Boyutlu Tutum Ölçeğinin Türk Kültürüne uyarlanması: Geçerlik ve güvenirlik çalışması. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(14), 168-187. doi: 10.26466/opus.377906
Havercamp SM, Barnhart WR, Robinson AC, Whalen Smith CN. What should we teach about disability? National consensus on disability competencies for health care education. Disabil Health J. 2021 Apr;14(2):100989. doi: 10.1016/j.dhjo.2020.100989. Epub 2020 Sep 11.
PubMed 32952097An X, Zhang D, Wang Q, Shi X, Wang M, Wang Y, Ma J. The role of evidence-based practice and empathy in shared decision-making attitudes among newly graduated nurses: A cross-sectional study. J Adv Nurs. 2025 Feb;81(2):777-786. doi: 10.1111/jan.16236. Epub 2024 May 12.
PubMed 38736281Yıldırım Sarı, H., & Doğan, P. (2022). Öğrencilerin görme engelli simüle hasta ile iletişim becerilerinin değerlendirilmesi: Pilot çalışma. Journal of Infant, Child and Adolescent Health, 2(1), 1-10.
Newton, R. H., & Krebs, A. (2020). Bridging the theory-practice gap using simulation to teach care of patients with disabilities. Teaching and Learning in Nursing, 15(4), 233-236. https://doi.org/10.1016/j.teln.2020.04.003
Garcia-Carpintero Blas E, Velez-Velez E, Gomez-Moreno C, Martinez-Arce A, Tovar-Reinoso A, Rodriguez-Gomez P, Vaquero Velerdas L, Lopez-Martin I. Simulation with a standardised patient to reduce stigma towards people with schizophrenia spectrum disorder among nursing students: A quasi-experimental study. Arch Psychiatr Nurs. 2024 Oct;52:24-30. doi: 10.1016/j.apnu.2024.07.015. Epub 2024 Jul 9.
PubMed 39260980Azher S, Mills A, He J, Hyjazie T, Tokuno J, Quaiattini A, Harley JM. Findings Favor Haptics Feedback in Virtual Simulation Surgical Education: An Updated Systematic and Scoping Review. Surg Innov. 2024 Jun;31(3):331-341. doi: 10.1177/15533506241238263. Epub 2024 Mar 14.
PubMed 38486132Haerling KA. Cost-Utility Analysis of Virtual and Mannequin-Based Simulation. Simul Healthc. 2018 Feb;13(1):33-40. doi: 10.1097/SIH.0000000000000280.
PubMed 29373382Levett-Jones T, Lapkin S, Govind N, Pich J, Hoffman K, Jeong SY, Norton CA, Noble D, Maclellan L, Robinson-Reilly M, Everson N. Measuring the impact of a 'point of view' disability simulation on nursing students' empathy using the Comprehensive State Empathy Scale. Nurse Educ Today. 2017 Dec;59:75-81. doi: 10.1016/j.nedt.2017.09.007. Epub 2017 Sep 20.
PubMed 28957727Elendu C, Amaechi DC, Okatta AU, Amaechi EC, Elendu TC, Ezeh CP, Elendu ID. The impact of simulation-based training in medical education: A review. Medicine (Baltimore). 2024 Jul 5;103(27):e38813. doi: 10.1097/MD.0000000000038813.
PubMed 38968472Eltaib FA, Alanazi FJ, Mersal FA, Aboelola TH. Perceptions regarding attitude towards simulation-based learning among nursing students in Saudi Arabia: A cross-sectional study. Belitung Nurs J. 2024 Oct 14;10(5):578-584. doi: 10.33546/bnj.3438. eCollection 2024.
PubMed 39416354Koukourikos 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.
PubMed 34012208Dittrich L, Aagaard T, Hjukse H. The perceived affordances of simulation-based learning: online student teachers' perspectives. Int J Educ Technol High Educ. 2022;19(1):60. doi: 10.1186/s41239-022-00366-2. Epub 2022 Dec 19.
PubMed 36569173Dalinger, T., Thomas, KB, Stansberry, S. ve Xiu, Y. (2020). Karma gerçeklik simülasyonu, öğretmen adayları için stratejik uygulama imkanı sunuyor. Bilgisayarlar ve eğitim , 144 , 103696. https://doi.org/10.1016/j.compedu.2019.103696
Study at a glance
From the registry record, last updated by the sponsor on 3 Jun 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- A Randomized Controlled Trial Comparing Training Programs Designed to Improve Awareness, Attitudes, and Empathy Toward Individuals With Disabilities in Nursing Students
- ClinicalTrials.gov ID
- NCT07609238
- Acronym / sponsor ID
- Disability / KA26/105
- Conditions
- Simulation Training, Students, Nursing, Attitude, Empathy Skills, Disabled People, Awareness and Knowledge Level
- Keywords
- simulation training, nursing students, attitude, empathy, disabled people, awareness
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 66 participants (estimated)
- Lead sponsor
- Baskent UniversityUniversity, hospital or other
- Study start
- 15 Sep 2026 (estimated)
- Primary completion
- Nov 2026 (estimated)
- Study completion
- Jun 2027 (estimated)
- First posted
- 27 May 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Abstract
Individuals with disabilities frequently face barriers to accessing healthcare services due to physical, social, economic, and policy-related factors. As essential members of the healthcare workforce, nurses play a critical role in addressing these inequities. Previous studies focusing on disability awareness, attitudes, and empathy highlight the need for high-quality research employing mixed-method, simulation-based interventions aimed at enhancing awareness and empathy, fostering positive attitudes, and supporting learning outcomes. However, the existing literature lacks studies that simultaneously compare different simulation methods and comprehensively evaluate awareness, attitudes, and empathy using a multidimensional approach.
This study aims to examine the effectiveness of simulation-based interventions-standardized patient encounters and virtual reality training-in improving nursing students' awareness, strengthening positive attitudes, and increasing sensitivity in the delivery of healthcare services to individuals with disabilities. The findings are expected to support the integration and expansion of disability-focused simulation practices in nursing curricula and contribute to the development of evidence-based nursing education programs.
Keywords: nursing students; disability; attitude; simulation; virtual reality
Detailed description
This study aims to evaluate the effectiveness of simulation-based interventions designed to improve nursing students' awareness, attitudes, and empathy toward individuals with disabilities. The study will be conducted using a pre-test, mid-test, and post-test design within a double-blind, randomized controlled framework that includes a control group. A total of 60 third- and fourth-year students from the Nursing Department of Başkent University Faculty of Health Sciences will be enrolled. Participants will be assigned to three groups (20 students per group) using stratified block randomization.
Data will be collected using the Student Information Form, the Disability Awareness Scale, the Multidimensional Attitudes Toward Persons with Disabilities Scale, and the Multidimensional Empathy Scale.
The intervention will begin with Standard Disability Education delivered online via the Zoom platform to both the experimental and control groups in separate sessions. Subsequently, in accordance with schedules arranged by the researcher and students' course availability, Experimental Group 1 will receive a Standardized Patient Simulation, while Experimental Group 2 will participate in a Virtual Reality Simulation. Statistical analyses appropriate to the study design will be performed, and the level of statistical significance will be set at p = 0.05.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Factorial
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 3
- Model description
- This study was designed as a single-blind, randomised controlled trial with a control group, employing a pre-test, mid-test, and post-test design, to evaluate the effectiveness of simulation-based programmes developed to enhance nursing students' awareness, attitudes, and empathy toward individuals with disabilities.
| Arm | Type | Receives |
|---|---|---|
| Standard Training Group | Experimental | Behavioral: Disability Awareness EducationPrimary and secondary outcome data will be collected from participants in the control group at three time points. Baseline measurements (pre-test) will be obtained prior to the initiation of the study. Following the five-week standard Disability Awareness Training period, an interim assessment (mid-test) will be conducted to evaluate short-term changes in outcomes. Follow-up assessments (post-test) will be administered six weeks after the interim assessment to assess the longer-term effects of the training on participants' awareness, attitudes, and empathy toward individuals with disabilities. |
| Standard Patient Group | Experimental | Behavioral: Disability Awareness Education, Behavioral: Standart Patient GroupOutcome data for participants assigned to Intervention Group 1 will be collected at three predefined time points. Baseline assessments (pre-test) will be completed prior to the intervention. During the same academic week, participants will receive the Standardized Patient Intervention in conjunction with the Disability Awareness Training, with scheduling coordinated according to the course module and participants' availability. Immediately following the completion of the Standardized Patient procedure and the subsequent debriefing session, an interim assessment (mid-test) will be administered to evaluate short-term effects of the intervention. Follow-up assessments (post-test) will be conducted six weeks after the interim assessment to assess the longer-term impact on participants' awareness, attitudes, and empathy toward individuals with disabilities. |
| Virtual Reality Group | Experimental | Behavioral: Disability Awareness Education, Behavioral: Virtual Reality GroupOutcome data for participants assigned to Intervention Group 2 will be collected at three predefined time points. Baseline assessments (pre-test) will be completed prior to the intervention. During the same academic week, participants will receive the Virtual Reality Intervention in conjunction with the Disability Awareness Training, with scheduling coordinated according to the course module and participants' availability. Immediately after completion of the Virtual Reality procedure and the subsequent debriefing session, an interim assessment (mid-test) will be administered to evaluate short-term intervention effects. Follow-up assessments (post-test) will be conducted six weeks after the interim assessment to assess the longer-term impact of the intervention on participants' awareness, attitudes, and empathy toward individuals with disabilities. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (2 listed)
- Must be a 3rd or 4th-year student in the Department of Nursing at Başkent University.
- Must be willing to participate in the study.
Key exclusion criteria (2 listed)
- Any kind of disability.
- A visually-related problem
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Disability Awareness EducationParticipants will receive Disability Awareness Training delivered through face-to-face instruction. The training will cover core topics including the concept of disability, physical, social, and attitudinal barriers experienced by individuals with disabilities, challenges related to accessing healthcare services, and the roles and responsibilities of healthcare professionals in providing inclusive and equitable care. The intervention will be delivered using standardized educational content, and no additional simulation-based or technology-assisted interventions will be included. | Behavioural | Standard Patient Group, Standard Training Group, Virtual Reality Group |
| Virtual Reality GroupParticipants assigned to the Virtual Reality Intervention group will receive a Virtual Reality-based simulation intervention following the Disability Awareness Training. The Virtual Reality intervention will provide computer-generated experience designed to simulate situations encountered by individuals with disabilities, with the aim of enhancing participants' understanding, awareness, and empathy. The simulated scenarios will focus on challenges related to daily living, interaction with the environment, and access to healthcare services. The intervention will be delivered using standardized virtual reality content during the same academic term as the Disability Awareness Training and will be followed by a structured debriefing session facilitated by the researcher. No additional interventions will be applied to this group. | Behavioural | Virtual Reality Group |
| Standart Patient GroupParticipants assigned to the Standardized Patient Intervention group will receive Disability Awareness Training, followed by a Standardized Patient-based simulation intervention. During the simulation, participants will provide care to a trained standardized patient portraying an individual with a disability, in accordance with the procedures and objectives outlined in the predefined scenarios. The simulation will be conducted using standardized scenarios during the same academic term as the Disability Awareness Training and will be followed by a structured debriefing session facilitated by the researcher. No additional interventions will be applied to this group. | Behavioural | Standard Patient Group |
Primary outcome
Disability Awareness Program (DAP) scale
Time frame: Change from baseline in disability awareness scores measured immediately after the interventions and at 6 weeks post-intervention.
The primary outcome is the change in total score on the Disability Awareness Program (DAP) Scale, a 15 item self reported questionnaire designed to assess awareness related to disability. The DAP Scale evaluates three predefined domains: (1) Awareness of Basic Human Rights (5 items), (2) Awareness of Disability based on the ICF framework (6 items), and (3) Awareness of Diversity (4 items). Items are rated on a 5 point Likert scale. Reverse scoring is applied to items Q1-Q5, and weighted scoring is applied to items Q5, Q10, Q11, Q14, and Q15, according to the predefined scoring algorithm. The total score ranges from 0 to 100, with higher scores indicating greater disability awareness As part of this study, a validity and reliability study of the Turkish version of the original English scale will be conducted among first- and second-year undergraduate students enrolled in the Department of Nursing at Başkent University, in order to ensure its suitability for use in the target population
The Multidimensional Attitudes Toward Persons with Disabilities Scale
Time frame: Change from baseline in disability attitude scores measured immediately after the interventions and at 6 weeks post intervention.
The Multidimensional Attitudes Toward Persons with Disabilities Scale (MATPDS) was developed by Findler, Vilchinsky, and Werner in 2007. The scale provides a multidimensional assessment of adults' attitudes toward persons with disabilities across cognitive, affective, and behavioral domains. The Turkish validity and reliability study of the scale was conducted among university students by Yelpaze and Türküm in 2018, and the scale was reported to be suitable for use in the Turkish population. The scale consists of three subscales: Cognition, Affect, and Behavior. The scale is scored using a 5 point Likert format ranging from 1 = Not at all to 5 = Very much. In the Affect subscale, 11 items (items 1, 2, 3, 4, 5, 9, 10, 11, 12, 14, and 15), and in the Behavior subscale, 6 items (items 1, 2, 3, 4, 5, and 6) are reverse coded. Subscale scores as well as a total scale score can be calculated. Higher scores indicate more positive attitudes toward persons with disabilities.
Multidimensional Empathy Scale
Time frame: Change from baseline in disability empathy scores measured immediately after the interventions and at 6 weeks post intervention.
The Multidimensional Empathy Scale (MES) is a valid and reliable 30-item instrument developed by Mayer and Caruso (1998) to provide a multidimensional emotional assessment of individuals' empathic abilities. The Turkish validity and reliability study of the original scale was conducted among university students by Turan et al. (2020), and the Turkish version was accepted as a valid and reliable tool for assessing empathy levels among nursing students. The scale consists of six dimensions: Personal Distress (8 items), Positive Sharing (5 items), Sensitive Crying (3 items), Emotional Attention (4 items), Feeling for Others (4 items), and Emotional Contagion (2 items). The 30-item scale is rated on a 5-point Likert scale ranging from 1 = Strongly disagree to 5 = Strongly agree. The total score ranges from 30 to 150, with higher total scores indicating higher levels of multidimensional empathic ability.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 3 Jun 2026.
- Background: PubMed 32902867Turan N, Durgun H, Kaya H, Asti T. Turkish adaptation of the Multidimensional Emotional Empathy Scale: A validity and reliability study. Perspect Psychiatr Care. 2021 Apr;57(2):455-462. doi: 10.1111/ppc.12616. Epub 2020 Sep 9.
- BackgroundYelpaze, İ. ve Türküm, A. S. (2018). Engellilere Yönelik Çok Boyutlu Tutum Ölçeğinin Türk Kültürüne uyarlanması: Geçerlik ve güvenirlik çalışması. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(14), 168-187. doi: 10.26466/opus.377906
- Background: PubMed 32952097Havercamp SM, Barnhart WR, Robinson AC, Whalen Smith CN. What should we teach about disability? National consensus on disability competencies for health care education. Disabil Health J. 2021 Apr;14(2):100989. doi: 10.1016/j.dhjo.2020.100989. Epub 2020 Sep 11.
- Background: PubMed 38736281An X, Zhang D, Wang Q, Shi X, Wang M, Wang Y, Ma J. The role of evidence-based practice and empathy in shared decision-making attitudes among newly graduated nurses: A cross-sectional study. J Adv Nurs. 2025 Feb;81(2):777-786. doi: 10.1111/jan.16236. Epub 2024 May 12.
- BackgroundYıldırım Sarı, H., & Doğan, P. (2022). Öğrencilerin görme engelli simüle hasta ile iletişim becerilerinin değerlendirilmesi: Pilot çalışma. Journal of Infant, Child and Adolescent Health, 2(1), 1-10.
- BackgroundNewton, R. H., & Krebs, A. (2020). Bridging the theory-practice gap using simulation to teach care of patients with disabilities. Teaching and Learning in Nursing, 15(4), 233-236. https://doi.org/10.1016/j.teln.2020.04.003
- Background: PubMed 39260980Garcia-Carpintero Blas E, Velez-Velez E, Gomez-Moreno C, Martinez-Arce A, Tovar-Reinoso A, Rodriguez-Gomez P, Vaquero Velerdas L, Lopez-Martin I. Simulation with a standardised patient to reduce stigma towards people with schizophrenia spectrum disorder among nursing students: A quasi-experimental study. Arch Psychiatr Nurs. 2024 Oct;52:24-30. doi: 10.1016/j.apnu.2024.07.015. Epub 2024 Jul 9.
- Background: PubMed 38486132Azher S, Mills A, He J, Hyjazie T, Tokuno J, Quaiattini A, Harley JM. Findings Favor Haptics Feedback in Virtual Simulation Surgical Education: An Updated Systematic and Scoping Review. Surg Innov. 2024 Jun;31(3):331-341. doi: 10.1177/15533506241238263. Epub 2024 Mar 14.
- Background: PubMed 29373382Haerling KA. Cost-Utility Analysis of Virtual and Mannequin-Based Simulation. Simul Healthc. 2018 Feb;13(1):33-40. doi: 10.1097/SIH.0000000000000280.
- Background: PubMed 28957727Levett-Jones T, Lapkin S, Govind N, Pich J, Hoffman K, Jeong SY, Norton CA, Noble D, Maclellan L, Robinson-Reilly M, Everson N. Measuring the impact of a 'point of view' disability simulation on nursing students' empathy using the Comprehensive State Empathy Scale. Nurse Educ Today. 2017 Dec;59:75-81. doi: 10.1016/j.nedt.2017.09.007. Epub 2017 Sep 20.
- Background: PubMed 38968472Elendu C, Amaechi DC, Okatta AU, Amaechi EC, Elendu TC, Ezeh CP, Elendu ID. The impact of simulation-based training in medical education: A review. Medicine (Baltimore). 2024 Jul 5;103(27):e38813. doi: 10.1097/MD.0000000000038813.
- Background: PubMed 39416354Eltaib FA, Alanazi FJ, Mersal FA, Aboelola TH. Perceptions regarding attitude towards simulation-based learning among nursing students in Saudi Arabia: A cross-sectional study. Belitung Nurs J. 2024 Oct 14;10(5):578-584. doi: 10.33546/bnj.3438. eCollection 2024.
- WHO World Report on Disability 2011Link provided by the sponsor.
- Disability and health fact sheetLink provided by the sponsor.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Ziyafet Ugurlu, Proff.Dr. contact
Ziyafet Ugurlu, Proff.Dr. study director
Baskent University
Emine Koc, Phd student principal investigator
Baskent University
Questions about this trial
What is this clinical trial studying?
A study testing Disability Awareness Education, Virtual Reality Group and Standart Patient Group in people with Simulation Training and Students, Nursing, run by Baskent University.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 3 Jun 2026. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Emine Koc, Phd Student (+90 0507 995 51 52, eminesatilmis@baskent.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Disability Awareness Program (DAP) scale (time frame: Change from baseline in disability awareness scores measured immediately after the interventions and at 6 weeks post-intervention.). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07609238, which also lists 62 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 3 Jun 2026.