The Effect of 3D Printer and Moulage Use on Improving Stoma Care Knowledge and Skills in Nursing Students: A Randomized Controlled Trial

Stoma care is a vital skill that affects patients' quality of life; however, the shortcomings of traditional static models have limited tissue realism and produce fewer varied training scenarios. This research examines the impact of using 3D printing models and role-playing applications in education on nursing students' knowledge, skills, satisfaction, and self-confidence regarding stoma care. The aim of this randomized controlled trial is to determine the effect of an application involving 3D printing, moulage, and role-playing (high-fidelity simulation) on knowledge, skills, satisfaction, and self-confidence compared to traditional low-fidelity models. Participants met the inclusion criteria and were then eligible for random assignment. Seventy-six students were divided into experimental (38) and control (38) groups using a random number table. Data were collected using an information form, a skills rubric and a satisfaction-self-confidence scale; the results are presented at a significance level of p < 0.05 and with a 95% confidence interval (CI). No difference was found between the groups in pre-training knowledge scores (p = 0.545, r = 0.069). Post-training, the experimental group showed significantly higher scores than the control group in terms of knowledge (p < 0.001, r = 0.463), care skills (p < 0.001, r = 0.472), satisfaction (p = 0.019, r = 0.269) and self-confidence (p = 0.001, r = 0.378). According to Cohen's guidelines, these statistical findings indicate medium-to-large effect sizes between the groups, demonstrating the substantial educational impact of the developed 3D-printed and moulage-based high-fidelity simulation model on nursing students' competencies. This study demonstrated that the use of 3D printers and modelling had a significant and clinically meaningful effect on students' cognitive and psychomotor outcomes. This model is a strong alternative for enhancing clinical competence in nursing education.