The Application of the Flipped Model in the Nursing Process and Evaluation of Its Reflection in the Clinic
Condition: Nursing Caries; Educational Problems
Study type: Interventional

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.
    

Detailed 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.
    

Intervention name(s): Experimental
Intervention type(s): Other
Intervention description(s): 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.
Allocation: Randomized
Intervention model: Parallel Assignment
Intervention model description: This research was planned to examine the effect of flipped learning on students' problem solving and critical thinking skills in nursing process teaching and their views on this model. In the quantitative part of this research, pretest-posttest randomized controlled experimental design, and in the qualitative part case study and phenomenological design will be used.
Intervention and control groups will be determined by stratified randomization in line with the pre-test. In the quantitative design, flipped learning will be applied to the intervention group, while the traditional method will be applied to the control group. A focus group discussion will be held with the intervention group after the post-tests are administered.
Masking: None (Open Label)
Primary purpose: Other
Keywords: Flipped Model; Nursing Process; Problem solving; Critical thinking