Problem Statement: Survey polls have demonstrated that only about 48% of ostomy patients are taught by Ostomy Nurse Specialists. Registered Nurses assume the greatest responsibility in teaching ostomy patients after surgery to be independent in self-care and to adapt to body image changes. Although ostomy care is part of nursing school 's curriculum, the graduate nurse often feels poorly prepared to fulfill the role as educator. Nursing schools ostomy care instruction often focuses on the cognitive domain instead of providing students with an educational experience that offers a composite of the cognitive, affective, and psychomotor domains.

Objective: The purpose of this student educational experience was to utilize evidence based strategies for instruction that would address all domains of learning to better prepare the student nurse to care for the ostomy patient. The Evidence Based Strategies for Instruction utilized within an overall framework of Experiential Learning included: Defining Instructional Expectations, Demonstration, and Questions and Answers.

Method: Instructional expectations for the learning experience were defined for the students. In the clinical laboratory, demonstration was provided on how to teach a post-operative patient how to mange their ostomy at home. The students were then given an assignment where they assumed the role of the patient who had been discharged from the hospital after ostomy surgery. Students were given stimulated stomas to apply to their abdomen and the needed supplies. Students wore a  pouching system for 48 hours to 1 week. They shared their experiences by answering questions related to managing an ostomy at home. Responses were summarized.

Conclusion: Students were able to successfully meet the defined learning objectives that were inclusive of the cognitive, affective, and psychomotor domains. Students learning exceeded expectations. Students identified issues related to cultural concerns, age-specific issues, and day-to-day problems that ostomy patients encounter.