The Urostomy Care Skills Evaluation Tool: A scale development study
NURSE EDUCATION IN PRACTICE, cilt.91, sa.February, ss.1-10, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 91 Sayı: February
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.nepr.2026.104722
- Dergi Adı: NURSE EDUCATION IN PRACTICE
- Derginin Tarandığı İndeksler: Scopus, Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), CINAHL, Education Abstracts, Educational research abstracts (ERA), MEDLINE
- Sayfa Sayıları: ss.1-10
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Kütahya Sağlık Bilimleri Üniversitesi Adresli: Evet
Özet
Aim
This study was designed and implemented to develop a tool for evaluating the steps involved in urostomy care.
Background
Providing effective urostomy care requires the acquisition of specific clinical skills. However, nursing education lacks standardized tools to assess these skills.
Design
Methodological study.
Method
This research was conducted at a nursing faculty in Istanbul from May–June 2023. The sample consisted of 140 nursing student enrolled in a surgical nursing course who met the inclusion criteria. Data for the study were collected via the “Personal Information Form,” which consists of 10 questions about individual characteristics such as age, gender, academic performance and perspectives on the nursing profession and the “Urostomy Care Skills Evaluation Tool,” a 28-step tool developed on the basis of the literature.
Results
After the items for the evaluation tool were created, feedback was obtained from 10 experts and the content validity index was found to be sufficient (CVI: 0.978). The consistency among independent observers evaluating the tool’s items was statistically significant and high (ICC: 0.995; p < 0.001). The test
retest reliability of the tool also showed high consistency.
retest reliability of the tool also showed high consistency.Conclusion
The Urostomy Care Skills Evaluation Tool provides initial evidence of content validity and reliability for assessing urostomy care performance among nursing students in a simulation-based educational setting. The tool appears useful for evaluating training outcomes in undergraduate nursing education. However, further validation studies conducted in clinical settings and involving practicing nurses and caregivers are needed before broader applicability can be established.
Aim
This study was designed and implemented to develop a tool for evaluating the steps involved in urostomy care.
Background
Providing effective urostomy care requires the acquisition of specific clinical skills. However, nursing education lacks standardized tools to assess these skills.
Design
Methodological study.
Method
This research was conducted at a nursing faculty in Istanbul from May–June 2023. The sample consisted of 140 nursing student enrolled in a surgical nursing course who met the inclusion criteria. Data for the study were collected via the “Personal Information Form,” which consists of 10 questions about individual characteristics such as age, gender, academic performance and perspectives on the nursing profession and the “Urostomy Care Skills Evaluation Tool,” a 28-step tool developed on the basis of the literature.
Results
After the items for the evaluation tool were created, feedback was obtained from 10 experts and the content validity index was found to be sufficient (CVI: 0.978). The consistency among independent observers evaluating the tool’s items was statistically significant and high (ICC: 0.995; p < 0.001). The testretest reliability of the tool also showed high consistency.
retest reliability of the tool also showed high consistency.Conclusion
The Urostomy Care Skills Evaluation Tool provides initial evidence of content validity and reliability for assessing urostomy care performance among nursing students in a simulation-based educational setting. The tool appears useful for evaluating training outcomes in undergraduate nursing education. However, further validation studies conducted in clinical settings and involving practicing nurses and caregivers are needed before broader applicability can be established.