Nursing EducationNCT07660770
Simulation Training for Adolescent Leukemia Care in Nursing Students
A study testing Scenario-Based Simulation Training in people with Nursing Education and Simulation Training, run by Atılım University at 1 site in Turkey (Türkiye).
Trial 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. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Education, Simulation Training, Stress, Psychological
- What is being tested?
- Scenario-Based Simulation Training
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 18 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 18 May 2026to 16 Jun 2026
- 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
- 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
Who cannot join
- Withdrawal from the study at any stage
- Incomplete completion of data collection forms
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Atılım University, Faculty of Health Sciences, Department of Nursing
Ankara, 06830
About this study
Official title: The Effect of Scenario-Based Simulation Training for Adolescent Leukemia Care on Nursing Students' Perceived Stress, Knowledge, and Learning Satisfaction: A Mixed-Methods Study
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.
Read the detailed description
Simulation-based education is increasingly used in nursing programs to bridge the gap between theoretical knowledge and clinical practice. Pediatric oncology care requires specialized knowledge and clinical decision-making skills, particularly in managing complications such as chemotherapy extravasation. However, nursing students often have limited opportunities to encounter such situations during clinical placements.
This mixed-methods study will evaluate the effectiveness of an adolescent leukemia scenario-based simulation training program among third-year nursing students. The quantitative component will employ a single-group pretest-posttest quasi-experimental design. Participants will complete baseline assessments before the simulation intervention and follow-up assessments immediately after the simulation and debriefing sessions.
The simulation scenario focuses on the recognition and management of chemotherapy extravasation in an adolescent patient with leukemia. The intervention will be conducted in a simulation laboratory using a structured process including prebriefing, simulation implementation, and debriefing based on the Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework.
Quantitative outcomes will include perceived stress, knowledge regarding extravasation management, and learning satisfaction. Qualitative data will be collected through semi-structured focus group interviews conducted after the simulation experience. The qualitative findings will provide a deeper understanding of participants' experiences, perceptions, clinical reasoning processes, and learning outcomes.
Data will be analyzed using appropriate descriptive and inferential statistical methods for the quantitative component and thematic analysis for the qualitative component. Findings from both components will be integrated to provide a comprehensive evaluation of the educational effectiveness of adolescent leukemia scenario-based simulation training in undergraduate nursing education.
- Being tested
- Scenario-Based Simulation Training
- Keywords
- simulation-based learning, nursing students, adolescent leukemia, extravasation, perceived stress, debriefing, mixed methods, student satisfaction, PEARLS model
- Medical subject headings
- Stress, Psychological, Leukemia
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Scenario-Based Simulation TrainingOther
Also called Simulation-Based Learning
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.
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: Other: Scenario-Based Simulation Training |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: 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
Student satisfaction assessed using the Student Satisfaction and Self-Confidence in Learning Scale (NLN; Turkish adaptation by Karaçay \& Kaya, 2017), a 13-item, 5-point Likert scale with 2 subscales. Scores range from 13 to 65; higher scores indicate greater satisfaction and self-confidence.
Measured: Immediately after simulation and debriefing (post-simulation only, approximately 1 hour after baseline)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted22 Jun 2026
- Study start18 May 2026
- Primary completion16 Jun 2026 (estimated)
- Study completion16 Jun 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (16)Papers the sponsor has linked to this study.
- Other trials for Nursing EducationStudies 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
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Model description
- 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.
- Masking
- None (open label)
- Enrolment
- 18 participants (actual)
Sponsor and investigators
- Lead sponsor
- Atılım University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Didem Yüksel, PhD, Principal investigator, Atilim University School of Health Sciences, Department of Nursing
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07660770
- Sponsor's protocol ID
- E-59394181-100-137320
- Status last verified
- May 2026
- First submitted
- 16 Jun 2026
- Last updated
- 22 Jun 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
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
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.
PubMed 25459172Sheu 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.
PubMed 11755447Labrague 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.
PubMed 30852844Koukourikos 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 34012208Kim 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.
PubMed 27215280Karaçay, 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
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
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
European Oncology Nursing Society (EONS). (2018). Extravasation guidelines. EONS.
Jeffries, P. R. (2016). The NLN Jeffries simulation theory. National League for Nursing.
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.
PubMed 31719793Franklin 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.
PubMed 25066650Cant 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.
PubMed 28843948Brentnall 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.
PubMed 35055758
Study at a glance
From the registry record, last updated by the sponsor on 22 Jun 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Scenario-Based Simulation Training for Adolescent Leukemia Care on Nursing Students' Perceived Stress, Knowledge, and Learning Satisfaction: A Mixed-Methods Study
- ClinicalTrials.gov ID
- NCT07660770
- Acronym / sponsor ID
- E-59394181-100-137320
- Keywords
- simulation-based learning, nursing students, adolescent leukemia, extravasation, perceived stress, debriefing, mixed methods, student satisfaction
- Study type
- Interventional
- Recruitment status
- Active, not recruiting
- Enrolment
- 18 participants (actual)
- Lead sponsor
- Atılım UniversityUniversity, hospital or other
- Study start
- 18 May 2026 (actual)
- Primary completion
- 16 Jun 2026 (estimated)
- Study completion
- 16 Jun 2026 (estimated)
- First posted
- 22 Jun 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.
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.
Detailed description
Simulation-based education is increasingly used in nursing programs to bridge the gap between theoretical knowledge and clinical practice. Pediatric oncology care requires specialized knowledge and clinical decision-making skills, particularly in managing complications such as chemotherapy extravasation. However, nursing students often have limited opportunities to encounter such situations during clinical placements.
This mixed-methods study will evaluate the effectiveness of an adolescent leukemia scenario-based simulation training program among third-year nursing students. The quantitative component will employ a single-group pretest-posttest quasi-experimental design. Participants will complete baseline assessments before the simulation intervention and follow-up assessments immediately after the simulation and debriefing sessions.
The simulation scenario focuses on the recognition and management of chemotherapy extravasation in an adolescent patient with leukemia. The intervention will be conducted in a simulation laboratory using a structured process including prebriefing, simulation implementation, and debriefing based on the Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework.
Quantitative outcomes will include perceived stress, knowledge regarding extravasation management, and learning satisfaction. Qualitative data will be collected through semi-structured focus group interviews conducted after the simulation experience. The qualitative findings will provide a deeper understanding of participants' experiences, perceptions, clinical reasoning processes, and learning outcomes.
Data will be analyzed using appropriate descriptive and inferential statistical methods for the quantitative component and thematic analysis for the qualitative component. Findings from both components will be integrated to provide a comprehensive evaluation of the educational effectiveness of adolescent leukemia scenario-based simulation training in undergraduate nursing education.
Study design
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
- Model description
- 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.
| Arm | Type | Receives |
|---|---|---|
| Simulation Training Group | Experimental | Other: Scenario-Based Simulation TrainingThird-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. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- 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
Key exclusion criteria (2 listed)
- Withdrawal from the study at any stage
- Incomplete completion of data collection forms
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 |
|---|---|---|
| Scenario-Based Simulation TrainingAlso: Simulation-Based LearningA 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. | Other | Simulation Training Group |
Primary outcome
Extravasation Knowledge Level
Time frame: Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
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.
Perceived Stress Level
Time frame: Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
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.
1 secondary outcome
Student Satisfaction and Self-Confidence in Learning
Time frame: Immediately after simulation and debriefing (post-simulation only, approximately 1 hour after baseline)
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 22 Jun 2026.
- BackgroundWatts, 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: PubMed 25459172Shin 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.
- Background: PubMed 11755447Sheu 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.
- Background: PubMed 30852844Labrague 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.
- Background: PubMed 34012208Koukourikos 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.
- Background: PubMed 27215280Kim 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.
- BackgroundKaraçay, 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
- BackgroundKaraca, 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
- BackgroundHayden, 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
- BackgroundEuropean Oncology Nursing Society (EONS). (2018). Extravasation guidelines. EONS.
- BackgroundJeffries, P. R. (2016). The NLN Jeffries simulation theory. National League for Nursing.
- Background: PubMed 31719793Hustad 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.
- 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. This study is not recruiting at the moment.
Didem Yüksel, PhD principal investigator
Atilim University School of Health Sciences, Department of Nursing
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Scenario-Based Simulation Training in people with Nursing Education and Simulation Training, run by Atılım University at 1 site in Turkey (Türkiye).
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 3 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: under way, not looking for participants, as of the sponsor's last update on 22 Jun 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
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?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Extravasation Knowledge Level (time frame: Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)). The study lists 2 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 NCT07660770, which also lists 16 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 22 Jun 2026.