Abstract
AIM: The purpose of this study was to validate a quantitative scale for nurses to evaluate self-care skills among patients undergoing cystectomy with creation of a urostomy.
SUBJECTS AND SETTINGS: Twelve patients undergoing cystectomy with formation of a urostomy participated in the research. The study took place at Aarhus University Hospital, Denmark-a bladder cancer center performing approximately 100 cystectomies annually.
INSTRUMENT: The Urostomy Education Scale was developed in 2010 based on review of stoma care literature. Areas recognized as standard procedure in urostomy care were identified and categorized into 7 self-care skills necessary for changing the pouching system. The 7 skills were reaction to the stoma, removing the pouching system, measuring the stoma diameter, adjusting the size of the urostomy diameter in a new stoma appliance, skin care, fitting a new stoma appliance, and emptying procedure. Each skill is rated on a 4-point scale according to the patient's need of assistance from the nurse. Higher scores indicate a higher level of patient self-care skills related to changing a urostomy pouching system.
METHODS: Content, criterion, and construct validity were evaluated by a panel of experts using the Delphi method in 2010. To test interrater reliability and criterion validity, 4 nurses attended 12 patient training sessions at different postoperative days. Each patient was taught how to change a urostomy appliance using a standardized approach. One experienced enterostomal therapy nurse acted as the instructor and 3 other nurses observed and scored the patient's self-care skills. The 3 nurses' scores were analyzed using Bland Altman Plots with Limits of Agreements.
To test construct validity, patients were categorized into 3 groups. The mean score in each group was used to analyze differences between groups using one way analysis of variance.
RESULTS: Analysis revealed that the Urostomy Education Scale distinguished urostomy self-care skills practice by beginners versus experienced patients (P= .01). Comparison of scores among the 3 nurses revealed no statistically significant differences. In addition, the Urostomy Education Scale demonstrated satisfactory reliability with Limits of Agreements ranging from -3 to 3; 86% of scores differed by 2 points or less.
CONCLUSIONS: To our knowledge, the Urostomy Education Scale is the first validated tool for nurses to document the patient's level of urostomy self-care skills.