Clinical trial NCT06928831: The Effect of Teaching Methods on Urinary Catheterization
Official title: The Effect of Flipped Learning and Mobile Teaching Methods on Urinary Catheterization Application Knowledge, Skills and Self-Efficient Level of Nursing Students:Randomized Controlled Trial
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Nursing Students
Keywords: Nursing students,
Mobile learning,
Flipped learning,
Self-Efficacy,
Urinary Catheterization
Lead sponsor: Inonu University
Sponsor class: OTHER
First posted: 2025-04-15
Enrollment: 92
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: CROSSOVER
Intervention model description: Randomized controlled trial
Primary purpose: BASIC_SCIENCE

Brief summary: Aim: This study was conducted to evaluate the effect of flipped learning and mobile learning methods on nursing students' urinary catheterization application knowledge, skills and self-efficacy level.

Material and Method: The study was conducted as a pretest-posttest randomized controlled experimental research model. It was conducted between June 2023 and April 2025 at Inonu University Faculty of Nursing. The population of the study consisted of all first-year students studying in the department of nursing. The sample consisted of 92 students (Group flipped learning: 30, Group mobile application: 32 and Group control: 30) determined by power analysis. "Individual introduction form", 'Urinary system applications skill evaluation form', 'Knowledge test for urinary system applications' and 'Student self-efficacy scale' were used to collect the data. During the research process, students in the experimental groups were taught with flipped learning and mobile learning methods for two weeks. Students in the control group continued the routine theoretical and practical process.

Detailed description: The Flipped Learning method combines online (prior knowledge acquisition) and face-to-face (learning practices) techniques to offer a learning environment in which the educator takes on a guiding role and the learners are actively engaged in learning experiences. Mobile learning method, on the other hand, provides individualised learning opportunities, enabling students to access educational materials anytime and anywhere and to gain self-managed learning skills. Since this method provides individualised learning opportunities and increases educator-learner interaction, its use in education is becoming increasingly widespread. In this study, both methods were evaluated together and their effects on the development of nursing students' competencies for urinary system practices were evaluated.

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Eligibility criteria: Inclusion Criteria:

* Being 18 or over
* To be enrolled in the 1st year of nursing,
* To receive training on urinary system applications for the first time,
* To have no physical disabilities related to vision, hearing and motor skills,
* To have a smart mobile phone with Android/IOS operating system,
* To volunteer to participate in the study.

Exclusion Criteria:

* Repeating the course,
* Not having a smart mobile phone with Android / IOS operating system,
* Not volunteering to participate in the research.

Primary outcomes:
measure: Efeect of knowledge level
timeFrame: 2 weeks later
measure: Effect of psychomotor skills
timeFrame: 2 weeks later
measure: Effect of Self-Efficacy
timeFrame: 2 weeks later
Secondary outcomes:
Other outcomes:
Locations:
city: Malatya
country: Turkey
facility: Inonu University
Study officials:
References:
citation: Gulec HY, Aslan H. The effect of conscience perception on job satisfaction and care behaviours in nurses. Arch Psychiatr Nurs. 2024 Jun;50:49-59. doi: 10.1016/j.apnu.2024.03.008. Epub 2024 Mar 11.