The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills

Study Overview
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Brief Summary
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This research is a randomized controlled experimental study planned to examine the effect of the flipped classroom model in teaching clinical practice skills. The research was carried out on first year students of the First and Emergency Aid Program at a state university in Turkey. The data were collected for one year, in the fall and spring terms. The universe of the research consisted of 46 students enrolled in the 2021-2022 Academic Year First and Emergency Aid Program and studying in the first year. In the study, stratified randomization method was used since it was thought that random selection could affect the study statistically in assigning students to groups. The data of the study were collected using the Descriptive Characteristics Information Form, which includes the introductory information of the students, and the Check List, which includes the clinical practice skill steps. While the flipped classroom model was used in teaching clinical practice skills of students in the experimental group, standard lectures were used in the control group.

Official Title
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The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills

Conditions
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Flipped Classroom Model in Teaching

Intervention / Treatment
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* Behavioral: The flipped classroom model was used to teach students' clinical practice skills.
* Behavioral: control group


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Over 18 years old Exclusion Criteria: who refused to participate in the study

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Basic Science
Allocation: Randomized
Intervention Model: Factorial Assignment
Interventional Model Description: stratified randomization method
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: experimental group<br>The flipped classroom model was used in teaching the clinical practice skills of the students in the experimental group. First of all, videos for clinical applications were prepared by the researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled. | Behavioral: The flipped classroom model was used to teach students' clinical practice skills.<br>* Videos for clinical applications have been prepared by researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled.<br>|
| Active Comparator: control group<br>To the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher. While the students were doing the applications, one of the researchers observed the application and marked only the skill level in the checklists (applied, incompletely applied and did not apply) without making any comments or directions. | Behavioral: control group<br>* To the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Control List | The checklists were created by the researchers using the clinical practice guidelines on nursing principles (Dikmen & Akın Korhan, 2016; Taşçı, et al., 2018) and the opinions of three experts in the field of nursing principles were obtained. In the study, intravenous catheterization (28 application steps), intravenous blood collection (24 application steps), blood pressure measurement from the brachial artery (24 application steps), intramuscular injection into the ventrogluteal region (34 application steps) and female urinary catheterization (39 application steps) applications were examined. 5 checklists containing skill steps were used. In the checklists, each application step was arranged as a three-point Likert scale as applied (2 points), applied incompletely (1 point), and did not apply (0 points). The lowest score in the checklists is 0, and the highest score differs according to the number of skill steps in clinical applications. | immediately after application | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Flipped classroom model, Clinical Practice Skills, Nursing