The Application of the Flipped Model in the Nursing Process and Evaluation of Its Reflection in the Clinic

Nursing Caries Clinical Trial

Official title:

Application of the Web Program Based on the Flipped Model in Nursıng Process Teaching and Evaluation of Its Reflect to the Clinic

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT05455255
• Other study ID #: 20/01/2020-E.889
• Status: Completed
• Phase: N/A
• Start date: February 2, 2020
• Est. completion date: February 21, 2022

Study information

• Verified date: July 2022
• Source: Sakarya University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

Teaching the nursing process that nursing students will use throughout their professional career is very important. In this direction, considering the Z generation, innovative and technology-based teaching methods should be used. Since the subject of the nursing process is the building block of nursing, its teaching should also be effective. The use of innovative and technology-based education methods that will increase the active participation of the students in the teaching of the nursing process, reinforce the learning, and encourage them to use problem-solving and critical thinking skills has been very important in recent years. For this reason, this research was planned to examine the effect of flipped learning(FL) on students' problem solving and critical thinking skills and their views on this model in nursing process teaching. In this study, it will be carried out with mixed method. In the quantitative part of the research, pre-test-post-test, experimental design with randomized control group will be used, and in the qualitative part, case study and phenomenological design will be used.

Description:

Ethics committee approval was obtained from the Sakarya University Faculty of Medicine.In this study, it will be carried out with mixed method.

In the quantitative part of this research, pre-test-post-test, experimental design with randomized control group will be used, and in the qualitative part, case study and phenomenological design will be applied. Considering the losses as a result of the G-power analysis, the sample of the research was planned to consist of 23 students in the intervention group and 23 students in the control group. A stratified randomization process will be carried out by applying the pre-test data to the students who meet the inclusion criteria of the study.

In this study, FL will be applied to the intervention group for 5 weeks, while the traditional method will be applied to the control group for 5 weeks.

In the quantitative dimension of the research, critical thinking disposition scale and problem solving inventory will be used. A semi-structured interview form will be used in the qualitative aspect of the research.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 46
• Est. completion date: February 21, 2022
• Est. primary completion date: December 31, 2021
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 18 Years to 24 Years

Eligibility

Inclusion Criteria:

Not having seen the subject of the nursing process before

• Adequate internet access

• Being willing to participate in the study.

Exclusion Criteria:

• Not willing to participate in the study

Related Conditions & MeSH terms

• Educational Problems
• Nursing Caries

Intervention

Other:
• Experimental
FL was applied by Jonathan Bergmann and Aaron Sams in 2007 for high school students who had to be absent from chemistry class. Bergmann and Sams published all the learning activities they used during the lesson as videos. Bergmann and Sams (2012) stated that in this model, which they developed over time, it is not compulsory for the trainer to explain the entire course content in the videos, and the important thing is to allocate time to active learning methods during the course. In the FL model, the summary of the course content is presented to the individuals outside the classroom with tools such as video and power point presentations. In the lesson, activities are carried out for the active participation of the student. The student performs the course content outside of the classroom, and the homework and learning the course in the classroom.

Locations

Country	Name	City	State
Turkey	Nasibe Yagmur Ziyai	Sakarya	Serdivan

Sponsors (1)

Lead Sponsor	Collaborator
Sakarya University

Country where clinical trial is conducted

Turkey, 

References & Publications (5)

Choi H, Kim J, Bang KS, Park YH, Lee NJ, Kim C. Applying the Flipped Learning Model to an English-Medium Nursing Course. J Korean Acad Nurs. 2015 Dec;45(6):939-48. doi: 10.4040/jkan.2015.45.6.939. — View Citation

Kim Y, Kim N, Chae M. Effects of flipped learning on nursing students: A mixed methods study. Jpn J Nurs Sci. 2021 May 17:e12425. doi: 10.1111/jjns.12425. [Epub ahead of print] — View Citation

Njie-Carr VP, Ludeman E, Lee MC, Dordunoo D, Trocky NM, Jenkins LS. An Integrative Review of Flipped Classroom Teaching Models in Nursing Education. J Prof Nurs. 2017 Mar - Apr;33(2):133-144. doi: 10.1016/j.profnurs.2016.07.001. Epub 2016 Jul 22. Review. — View Citation

Oh J, Kim SJ, Kim S, Kang KA, Kan J, Bartlett R. Development and evaluation of flipped learning using film clips within a nursing informatics course. Jpn J Nurs Sci. 2019 Oct;16(4):385-395. doi: 10.1111/jjns.12245. Epub 2018 Dec 19. — View Citation

Wassinger CA, Owens B, Boynewicz K, Williams DA. Flipped classroom versus traditional teaching methods within musculoskeletal physical therapy: a case report. Physiother Theory Pract. 2021 Jun 28:1-11. doi: 10.1080/09593985.2021.1941457. [Epub ahead of pr — View Citation

Outcome

Type	Measure	Description	Time frame	Safety issue
Other	Focus group semi-structured interview form -qualitative part	Semi-structured focus group interview forms were used in the qualitative part of this study, which was conducted with a mixed research design. Focus group interview forms contain open-ended questions and allow new questions to be added when there is a need to deepen on a topic during the interview. Interview questions were prepared by the researcher as a result of the literature review. Afterwards, opinions were taken by two different experts, and necessary adjustments were made in the focus group interview form in line with these opinions. The final version of the interview form consists of six open-ended questions.	immediately after the intervention
Primary	Critical Thinking Tendency Scale (CTTS)	In this study, the "Critical Thinking Tendency Scale (CTTS)" developed by Semerci (2016) was used. The Cronbach's alpha internal consistency coefficient of the CTTS scale was determined as 0.96. This scale consists of 49 items scaled as "I totally disagree (1)", I mostly disagree (2), I partially agree (3), I mostly agree (4), I totally agree (5)". The CTTS total score ranges from 49 to 245. It was stated that the students who scored high on the scale had a high tendency to think critically. (Semerci 2016).	5 weeks
Secondary	Problem Solving Inventory (PSI)	The Problem Solving Inventory used in the research is one of the tools that measures the individual's own perception of problem solving skills. The Cronbach's alpha internal consistency coefficient of the PSI scale was determined as 0.88. The Turkish adaptation of the scale developed by Heppner and Petersen in 1982 was carried out by Sahin, Sahin and Heppner (1993). A high total score from the scale indicates that individuals perceive themselves as inadequate in problem solving, while a low total score indicates that individuals perceive themselves as sufficient in problem solving skills	5 weeks