Communication SkillsNCT07712185
Home Visit Simulation-based Earthquake Preparedness Training for Nursing Students
A study testing Home Simulation in people with Communication Skills and Self Directed Learning, run by Duzce University at 1 site in Turkey (Türkiye).
Trial 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. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Communication Skills, Self Directed Learning, Earthquake
- What is being tested?
- Home Simulation
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 39 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 4 May 2026to 10 Oct 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 Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Being a nursing student
- Volunteering to participate in the study
- Being able to understand and answer the study questions
- Completing all data collection forms
Who cannot join
- 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
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Home Visit Simulation-based Earthquake Preparedness Training for Undergraduate Nursing Students: A Quasi-experimental Study
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.
Read the detailed description
Even if theoretical knowledge of disaster nursing is provided within the scope of public health courses, in a subject requiring the development of complex experiental skills outside of clinical settings, such as disasters, educational methods that support learning by doing are recommended. Simulation-based learning is an educational method that supports nurses in learning and developing skills by experiencing nursing practices through the simulation of basic situations they may encounter in a hospital setting using structured scenarios. However, a systematic review examining studies on simulation-based learning indicates that the vast majority of studies were conducted in hospital-level simulations, and there are very few studies at the community level. Experiential learning is an important component of simulation-based training. Experiential learning emphasizes that learning is not only a mental activity but also includes bodily and emotional processes by integrating individuals' experiences into the learning process. In experiential learning, participants are actors playing a role assigned to them in the scenario. Thus, through the experiences they gain within the structured scenario, participants achieve cognitive, psychomotor, and affective learning objectives, and the learning process gains a holistic quality. There are few community-based studies that directly involve participants in the scenario using simulation-based experiential learning. Therefore, this planned study aims to enable nursing students to achieve cognitive, affective, and psychomotor learning objectives in home visit and earthquake preparedness processes by implementing earthquake preparedness training based on home visit simulations through experiential learning. Furthermore, the study aims to improve students' skills in evaluating real-life environments, identifying risks, and implementing protective measures through home visit simulations. The findings are important both for the design of educational programs and for strengthening the role of nurses in community-based disaster response and preparedness processes. Thus, the study aims to provide concrete and applicable suggestions for both academic literature and practical applications.
In the 2025-2026 spring semester, fourth-year nursing students taking the public health nursing course were given earthquake preparedness training based on home visit simulations. The scenario was created by the researchers and expert opinions were obtained. Data collection tools were applied for a pre-test before the scenario. The scenario was carried out in stages as two home visits. The first home visit aimed to focus on initiating the home visit, data collection, and in-home risk assessment, while the second home visit aimed to focus on earthquake preparedness health education applications. In the study, communication skills, awareness of earthquake preparedness, and self-regulated learning skills were applied before and after the home visit simulation. The applications were carried out in the Preventive Health Practices Laboratory of the Nursing Department, Faculty of Health Sciences, Duzce University. The laboratory was arranged as a simulation of a home environment consisting of a living room, a bedroom, and a bathroom. The applications were recorded by a recording device in this room. The simulation stages consisted of Briefing, Scenario, and Debriefing. The first home visit was planned to last a maximum of 10 minutes, and the second home visit a maximum of 15 minutes. Analysis sessions were conducted in groups of 10, with each session lasting approximately 30 minutes. Institutional permission was obtained for the research, informed consent was obtained from the students, and permission to use the scales was secured.
- Conditions
- Communication Skills, Self Directed Learning, Earthquake
- Being tested
- Home Simulation
- Keywords
- home visiting, simulation, eathquake awareness, communication skills, self directed learning
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Home SimulationBehavioural
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.).
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: Behavioral: Home Simulation |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: 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.
Measured: Baseline and immediately after the simulation intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted17 Jul 2026
- Study start4 May 2026
- Primary completion12 May 2026
- Study completion10 Oct 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Communication SkillsStudies 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
- Prevention
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 39 participants (actual)
Sponsor and investigators
- Lead sponsor
- Duzce University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07712185
- Sponsor's protocol ID
- Duzce-U-merve0006
- Status last verified
- May 2026
- First submitted
- 18 May 2026
- Last updated
- 17 Jul 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 17 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Home Visit Simulation-based Earthquake Preparedness Training for Undergraduate Nursing Students: A Quasi-experimental Study
- ClinicalTrials.gov ID
- NCT07712185
- Acronym / sponsor ID
- Duzce-U-merve0006
- Conditions
- Communication Skills, Self Directed Learning, Earthquake
- Keywords
- home visiting, simulation, eathquake awareness, communication skills, self directed learning
- Study type
- Interventional
- Recruitment status
- Active, not recruiting
- Enrolment
- 39 participants (actual)
- Lead sponsor
- Duzce UniversityUniversity, hospital or other
- Study start
- 4 May 2026 (actual)
- Primary completion
- 12 May 2026 (actual)
- Study completion
- 10 Oct 2026 (estimated)
- First posted
- 17 Jul 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.
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.
Detailed description
Even if theoretical knowledge of disaster nursing is provided within the scope of public health courses, in a subject requiring the development of complex experiental skills outside of clinical settings, such as disasters, educational methods that support learning by doing are recommended. Simulation-based learning is an educational method that supports nurses in learning and developing skills by experiencing nursing practices through the simulation of basic situations they may encounter in a hospital setting using structured scenarios. However, a systematic review examining studies on simulation-based learning indicates that the vast majority of studies were conducted in hospital-level simulations, and there are very few studies at the community level. Experiential learning is an important component of simulation-based training. Experiential learning emphasizes that learning is not only a mental activity but also includes bodily and emotional processes by integrating individuals' experiences into the learning process. In experiential learning, participants are actors playing a role assigned to them in the scenario. Thus, through the experiences they gain within the structured scenario, participants achieve cognitive, psychomotor, and affective learning objectives, and the learning process gains a holistic quality. There are few community-based studies that directly involve participants in the scenario using simulation-based experiential learning. Therefore, this planned study aims to enable nursing students to achieve cognitive, affective, and psychomotor learning objectives in home visit and earthquake preparedness processes by implementing earthquake preparedness training based on home visit simulations through experiential learning. Furthermore, the study aims to improve students' skills in evaluating real-life environments, identifying risks, and implementing protective measures through home visit simulations. The findings are important both for the design of educational programs and for strengthening the role of nurses in community-based disaster response and preparedness processes. Thus, the study aims to provide concrete and applicable suggestions for both academic literature and practical applications.
In the 2025-2026 spring semester, fourth-year nursing students taking the public health nursing course were given earthquake preparedness training based on home visit simulations. The scenario was created by the researchers and expert opinions were obtained. Data collection tools were applied for a pre-test before the scenario. The scenario was carried out in stages as two home visits. The first home visit aimed to focus on initiating the home visit, data collection, and in-home risk assessment, while the second home visit aimed to focus on earthquake preparedness health education applications. In the study, communication skills, awareness of earthquake preparedness, and self-regulated learning skills were applied before and after the home visit simulation. The applications were carried out in the Preventive Health Practices Laboratory of the Nursing Department, Faculty of Health Sciences, Duzce University. The laboratory was arranged as a simulation of a home environment consisting of a living room, a bedroom, and a bathroom. The applications were recorded by a recording device in this room. The simulation stages consisted of Briefing, Scenario, and Debriefing. The first home visit was planned to last a maximum of 10 minutes, and the second home visit a maximum of 15 minutes. Analysis sessions were conducted in groups of 10, with each session lasting approximately 30 minutes. Institutional permission was obtained for the research, informed consent was obtained from the students, and permission to use the scales was secured.
Study design
- Primary purpose
- Prevention
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Simulation group | Experimental | Behavioral: Home SimulationParticipants 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. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (4 listed)
- Being a nursing student
- Volunteering to participate in the study
- Being able to understand and answer the study questions
- Completing all data collection forms
Key exclusion criteria (4 listed)
- 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
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 |
|---|---|---|
| Home SimulationParticipants 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.). | Behavioural | Simulation group |
Primary outcome
Earthquake Preparedness Attitudes and Beliefs
Time frame: Baseline and immediately after the simulation intervention
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.
The Communication Skills
Time frame: Baseline and immediately after the simulation intervention
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.
The Self-Directed Learning Skills
Time frame: Baseline and immediately after the simulation intervention
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.
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 17 Jul 2026.
- 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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Home Simulation in people with Communication Skills and Self Directed Learning, run by Duzce 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 4 inclusion and 4 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 17 Jul 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?
Earthquake Preparedness Attitudes and Beliefs (time frame: Baseline and immediately after the simulation 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?
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 17 Jul 2026.