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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.


Recruitment information / eligibility

Status Active, not recruiting
Enrollment 106
Est. completion date December 21, 2023
Est. primary completion date November 22, 2023
Accepts healthy volunteers Accepts Healthy Volunteers
Gender All
Age group 18 Years to 40 Years
Eligibility Inclusion Criteria: - to be enrolled in the Surgical Diseases Nursing course (stoma care skills are included in this course) - Not previously trained in stoma care - Not working as a part-time/full-time nurse Exclusion Criteria: - Not willing to participate in the study - Previously trained in stoma care - Having previously cared for a stoma - Working part-time/full-time as a nurse

Study Design


Related Conditions & MeSH terms


Intervention

Other:
Stoma care education with flipped classroom
Flipped classroom model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models.
Stoma care education with peer-supported education model
Peer-supported education model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models.

Locations

Country Name City State
Turkey Florence Nightingale Faculty of Nursing Istanbul Sisli

Sponsors (1)

Lead Sponsor Collaborator
Istanbul University - Cerrahpasa (IUC)

Country where clinical trial is conducted

Turkey, 

Outcome

Type Measure Description Time frame Safety issue
Other Stoma Care Knowledge Score There is a difference between the experimental groups and the control group in terms of Stoma Care Skill Knowledge total 12 weeks
Primary Academic self-efficacy Academic self-efficacy scores of the experimental groups change after the intervention total 12 weeks
Secondary Stoma Care Skill Score There is a difference between the experimental groups and the control group in terms of Stoma Care Skill Score total 12 weeks
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