Abstract
Background: An intestinal stoma is a surgery in which an artificial opening (stoma) is made in the abdomen to bypass the outflow of faeces. It is essential to provide training in stoma therapy as a core competency for nursing students to ensure optimal care for patients’ rehabilitation, occupational, social and family needs. While nursing skills are mainly taught through traditional teacher-centred lectures, the use of active learning methods can improve students’ competencies.
Objectives: To assess knowledge about stoma care in relation to the level of learning methods and to measure students' self-confidence, satisfaction and self-efficacy with the training received using different levels of fidelity, including simulation.
Design: Controlled experimental study involving three groups, with a pretest and post-test design. Settings: Faculty of Nursing of two Spanish public universities. Participants: Third-year nursing students during the academic year 2022-2023.
Methods: Group A received traditional teaching methods and low-fidelity simulation, group B received traditional teaching methods and high-fidelity simulation and group C received active learning methods and high-fidelity simulation. The instruments for data collection were the Nursing Outcomes Classification: "Knowledge: Ostomy Care [1829]” and its indicators, self-efficacy, and student satisfaction-self-confidence with learning. Results: Significant differences were found in 14 of the 15 NOC indicators measured between groups. The analysis of self-efficacy indicated notable differences in scores between the different groups after the intervention. For satisfaction and self-confidence, there were also significant differences, with group C (active learning methods and high-fidelity simulation) having the highest scores. Conclusions: Active learning methods are considered instruments that appear to improve ostomy knowledge and the degree of fidelity of the simulation impacts on student satisfaction and self-confidence in learning.