Clinical Trial Details
— Status: Active, not recruiting
Administrative data
| NCT number |
NCT06163885 |
| Other study ID # |
19785 |
| Secondary ID |
|
| Status |
Active, not recruiting |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
October 2, 2023 |
| Est. completion date |
December 21, 2023 |
Study information
| Verified date |
December 2023 |
| Source |
Istanbul University - Cerrahpasa (IUC) |
| Contact |
n/a |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
In the randomized controlled study, the aim is to compare the effect of flipped classroom,
peer-supported and traditional education on the knowledge and skills of nursing students in
stoma care and on academic self-efficacy.
The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was
collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care
information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The
data will be analyzed using the number, percentage, average, standard deviation, minimum,
maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.
Description:
In the randomized controlled study, the aim is to compare the effect of flipped classroom,
peer-supported and traditional education on the knowledge and skills of nursing students in
stoma care and on academic self-efficacy.
The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was
collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care
information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The
data will be analyzed using the number, percentage, average, standard deviation, minimum,
maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.
The hypotheses of the research; H1: Flipped classroom and peer-supported training groups,
stoma care information scores are higher than in the control group.
H2: Flipped classroom and peer-supported training groups have higher stoma care skill scores
than the control group.
H3: The academic self-efficacy score of flipped classroom and peer-supported training groups
increases after the initiative.
H4: There is a difference stoma care skill score between flipped classroom and peer-supported
training groups H5: There is a difference stoma care knowledge score between flipped
classroom and peer-supported training groups
Flipped classroom, one of the learner-centered education models, consists of a combination of
web-based education and traditional education. Web-based recordings can be synchronous and
asynchronous. The learner accesses the instruction provided by the educator via the internet.
After the basic learning gained in the internet environment, the educator obtains high-level
cognitive learning through face-to-face discussion, analysis and synthesis in the classroom
environment.
Peer -supported education; It is the educating and motivating of peers (peer learners) by
peer educators (peer counselors) who have similar characteristics such as age, education
level, profession and interests, through formal or informal educational activities. Peer-
-supported education has many benefits for the learner, such as taking responsibility,
gaining group/team work skills, supporting psychomotor skill development, and increasing
academic success.
Academic self-efficacy (ASE) is the individual's self-confidence and belief that he or she
can accomplish an academic task. Self-efficacy increases or decreases depending on the
individual's previous experiences of success, the experiences of others, and the verbal
support he receives from others. In addition, the individual's physical and emotional state
and stress level affect his sense of self-efficacy.
