An interventional study of Training on performing urinary catheterization using simulation in Urinary Catheterization, Urinary Catheterization Skills and Nursing Students, sponsored by Cukurova University. Completed at 1 site in Turkey (Türkiye). Open to participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-26.
Sponsored by Cukurova University · Not applicable, Interventional, and Basic science
Research Questions
Cukurova University is the lead sponsor of 258 studies on the registry; 49 are open to participants now.
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Exclusion Criteria:
Low-fidelity simulator group: Material: A low-fidelity simulator (Tellyes Urinary Model - TYE1826)-a part-task trainer consisting solely of the female external genitalia-was used. Application Characteristics: With this model, the user feels no resistance or pressure as the catheter advances through the urinary system. Internal structures such as the urethra and bladder cannot be observed from the outside, and the distance the catheter travels is significantly shorter than the actual anatomical distance. Procedure: Following a joint theoretical training session, this group performed the urinary catheterization procedure on the low-fidelity model for 10 minutes in accordance with a standard scenario, subsequently received feedback, and completed data collection forms.
Other: Training on performing urinary catheterization using simulation
High-fidelity simulator group: Material: A computer-controlled, full-body, high-fidelity female patient simulator (Noelle S550.100, Gaumard Scientific, USA) was used. Application Features: The simulator includes a bladder reservoir, a urethra, and a valve system representing the internal urethral sphincter. This allows the user to physically feel the resistance created by these structures as the catheter advances. When the catheter reaches the bladder, a yellow artificial fluid mimicking urine flows out, and the catheter balloon can be inflated and deflated using a syringe. Additionally, the operator can use the computer to enable the simulator to provide verbal responses to the student's questions regarding pain, and vital signs can be monitored on a bedside monitor. Procedure: Following a joint theoretical training session, students completed the procedure on this full-body simulator over a 10-minute period, after which they received feedback and filled out the relevant forms.
Other: Training on performing urinary catheterization using simulation
Virtual reality simulation group: Materials: 3D software (VR OTTO) developed by a technology company and virtual reality headsets were used. Application Features: In this software, developed based on procedural steps, students performed urinary catheterization on a patient lying in a bed within a virtual environment, using motion-sensing hand controllers that corresponded to real-world visuals. Process: Following a shared theoretical training session, students in this group completed a 10-minute practice session using the virtual reality equipment, after which they received feedback and completed questionnaires.
Other: Training on performing urinary catheterization using simulation
Students received training in performing urinary catheterization using one of three different types of simulation.
Total Score on the Turkish Instructional Materials Motivation Survey
Motivation toward the assigned urinary catheterization simulation material is assessed using the 24-item Turkish version of the Instructional Materials Motivation Survey, adapted by Kutu and Sozbilir. The total score is calculated by summing the item scores and ranges from 24 to 120. Higher scores indicate greater motivation toward the instructional material. The same instrument is administered in the low-fidelity, high-fidelity, and virtual reality simulation groups.
Time frame: immediately after completion of the assigned urinary catheterization simulation session and feedback.
Self-Reported Competence in Urinary Catheterization Skills
Perceived skill competence is assessed using a single question in the researcher-developed Student Information Form: "Do you consider yourself competent in performing urinary catheterization?" Response options are "Yes," "No," and "Undecided." The outcome is the percentage of participants selecting each response category in each simulation group. This measure assesses perceived competence rather than objectively observed skill performance.
Time frame: immediately after completion of the assigned urinary catheterization simulation session and feedback.
Self-Reported Competence in Theoretical Knowledge of Urinary Catheterization
Perceived theoretical knowledge competence is assessed using a single question in the researcher-developed Student Information Form: "Do you consider your theoretical knowledge of urinary catheterization adequate?" Response options are "Yes," "No," and "Undecided." The outcome is the percentage of participants selecting each response category in each simulation group. This measure assesses perceived knowledge competence rather than performance on an objective knowledge test.
Time frame: immediately after completion of the assigned urinary catheterization simulation session and feedback.
Attention-Relevance Subscale Score on the Turkish Instructional Materials Motivation Survey
Attention and perceived relevance of the assigned simulation material are assessed using the 11-item Attention-Relevance subscale of the 24-item Turkish Instructional Materials Motivation Survey. The subscale score is calculated by summing its item scores and ranges from 11 to 55. Higher scores indicate greater attention and perceived relevance. The same subscale is administered in all three simulation groups.
Time frame: immediately after completion of the assigned urinary catheterization simulation session and feedback.
Confidence-Satisfaction Subscale Score on the Turkish Instructional Materials Motivation Survey
Confidence and satisfaction related to the assigned simulation material are assessed using the 13-item Confidence-Satisfaction subscale of the 24-item Turkish Instructional Materials Motivation Survey. The subscale score is calculated by summing its item scores and ranges from 13 to 65. Higher scores indicate greater confidence and satisfaction. The same subscale is administered in all three simulation groups.
Time frame: immediately after completion of the assigned urinary catheterization simulation session and feedback.
Self-Reported Most Difficult Step in Urinary Catheterization
The most difficult procedural step is assessed using a single-choice question in the researcher-developed Student Information Form. Participants select one of seven categories: communicating with the patient, following the procedural steps in the correct order, maintaining aseptic technique, inserting the catheter appropriately, inflating the catheter balloon appropriately, checking catheter position, or securing the catheter correctly. The outcome is the percentage of participants selecting each category in each simulation group.
Time frame: immediately after completion of the assigned urinary catheterization simulation session and feedback.
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Plan to share: No — Consent was obtained from the participants on the condition that the data would be used anonymously solely for the purpose of the academic study. There is no permission for data sharing.
From the registry record's own update history. This site started tracking changes on Sep 25, 2026; for anything earlier, see the record history on ClinicalTrials.gov ↗
This study is completed, as verified in Oct 2026. You cannot join it, but the record below documents what was studied.
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