title: Ostomate-for-a-Day: A Novel Pedagogy for Teaching Ostomy Care to Baccalaureate Nursing Students.
abstract: BACKGROUND
  The literature describing successful pedagogies for teaching ostomy care to baccalaureate nursing students is limited. This qualitative study investigated the potential benefits of participating in an immersive simulation that allowed baccalaureate nursing students to explore the physical and psychosocial impact of ostomy surgery.
  
  
  METHODS
  Junior-level nursing students attended a 2-hour interactive session during which they learned about preoperative stoma site marking and practiced the maneuvers on a peer. Students then wore an ostomy appliance for the next 24 hours, completed tasks simulating ostomy self-care, and submitted a three- to four-page reflection on the experience. These data were coded using the iterative process of constant comparison described by Glaser.
  
  
  RESULTS
  Six major themes were identified: Accommodation for Activities of Daily Living, Coping with Annoyances, Body Image and Feelings, Disclosure, Insights for Teaching, and Empathy.
  
  
  CONCLUSIONS
  Each participant affirmed the value of the experience. Suggestions for future research studies are discussed.
authors.forename: Noël
authors.initials: N
authors.lastname: Kerr
mesh_terms: D000203:Activities of Daily Living; D000222:Adaptation, Physiological; D000223:Adaptation, Psychological; D001291:Attitude of Health Personnel; D001828:Body Image; D004508:Education, Nursing, Baccalaureate; D004645:Empathy; D006801:Humans; D010030:Ostomy / Q000193:education* / Q000451:nursing / Q000523:psychology*; D016544:Patient Simulation; D010379:Peer Group; D013338:Students, Nursing; D013663:Teaching / Q000379:methods*