Clinical trial NCT05455255: The Application of the Flipped Model in the Nursing Process and Evaluation of Its Reflection in the Clinic
Official title: Application of the Web Program Based on the Flipped Model in Nursıng Process Teaching and Evaluation of Its Reflect to the Clinic
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Nursing Caries
Educational Problems
Keywords: Flipped Model
Nursing Process
Problem solving
Critical thinking
Lead sponsor: Sakarya University
Sponsor class: OTHER
First posted: 2022-07-13
Enrollment: 46
Sex: ALL
Minimum age (years): 18
Maximum age (years): 24
Standard ages: ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
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.
Primary purpose: OTHER

Brief 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.

Eligibility criteria: 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

Primary outcomes:
measure: Critical Thinking Tendency Scale (CTTS)
timeFrame: 5 weeks
Secondary outcomes:
measure: Problem Solving Inventory (PSI)
timeFrame: 5 weeks
Other outcomes:
measure: Focus group semi-structured interview form -qualitative part
timeFrame: immediately after the intervention
Locations:
city: Sakarya
country: Turkey
facility: Nasibe Yağmur Ziyai
state: Serdivan
Study officials:
affiliation: Sakarya University
name: Sakarya University
role: PRINCIPAL_INVESTIGATOR
References:
citation: 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.
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.
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. Online ahead of print.
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. 2022 Nov;38(13):3169-3179. doi: 10.1080/09593985.2021.1941457. Epub 2021 Jun 28.
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.