Clinical trial NCT05776849: Flipped Classroom in Episiotomy Education
Official title: The Effect of Flipped Classroom Design on Episiotomy Teaching on Knowledge, Skills and Anxiety Levels of Midwifery Students: A Randomized Controlled Study
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Flipped Classroom
Episiotomy
Keywords: Flipped classroom
midwifery
episiotomy
anxiety
student
Lead sponsor: Sakarya University
Sponsor class: OTHER
First posted: 2023-03-20
Enrollment: 86
Sex: FEMALE
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: the experimental group will be given the teaching materials before the lesson, while the control group will be given them during the lesson
Primary purpose: OTHER

Brief summary: This study aims to evaluate the effect of using inverted classroom design on students' knowledge, skills and anxiety levels in teaching episiotomy application and repair, one of the interventions frequently used in labour.

Detailed description: The flipped classroom is a new and popular teaching model in which lessons traditionally conducted in the classroom become homework or homework responsibilities and lessons that would normally constitute homework become classroom lessons. In the flipped classroom, students become responsible for their own learning process and need to manage their own pace of learning, while the teacher helps the students instead of simply imparting information. While flipped classrooms are seen to offer many positive educational outcomes, they also have some limitations. In the flipped model, student learning achievement and satisfaction can be increased and it is considered to be more economical than traditional teaching. The literature shows that the flipped teaching model requires both opportunities and challenges. Within the scope of the study, in order to evaluate the effect of using inverted classroom design in teaching episiotomy application and repair on students' knowledge, skills and anxiety levels, midwifery students taking normal birth and postnatal period courses will be divided into two groups, one group in the form of traditional teaching and one group in the form of inverted classroom design during the application of episiotomy teaching. The study data will be collected through Student Identification Form, State Anxiety Inventory, Episiotomy Information Form and Episiotomy Skill Evaluation Form. The data obtained from the study will be analysed with SPSS programme. It is thought that the study will make an important contribution to the literature in terms of evaluating the effect of the inverted classroom on teaching episiotomy repair.

Eligibility criteria: Inclusion Criteria:

1. Registered in the midwifery department,
2. Participating in the Normal Birth and Postpartum Period course during the study period and
3. Those who agreed to participate in the study

Exclusion Criteria:

1. Those who do not attend the Normal Birth and Postpartum Term course twice or more during the semester,
2. Those who have taken this course before and have experience in episiotomy skills.

Primary outcomes:
measure: State Anxiety Inventory (STAI)
timeFrame: 1 hours
measure: Episiotomy Information Form
timeFrame: 1 hours
measure: Episiotomy Skill Assessment Form
timeFrame: 1 hours
Secondary outcomes:
Other outcomes:
Locations:
city: Sakarya
country: Turkey
facility: Sakarya University- Faculty of Health Sciences
Study officials:
affiliation: Sakarya University
name: yasemin hamlacı başkaya
role: STUDY_DIRECTOR
References:
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citation: Youhasan P, Chen Y, Lyndon M, Henning MA. Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC Nurs. 2021 Mar 22;20(1):50. doi: 10.1186/s12912-021-00555-w.
citation: Vanka A, Vanka S, Wali O. Flipped classroom in dental education: A scoping review. Eur J Dent Educ. 2020 May;24(2):213-226. doi: 10.1111/eje.12487. Epub 2019 Dec 18.
citation: Golaki SP, Kamali F, Bagherzadeh R, Hajinejad F, Vahedparast H. The effect of Flipped Classroom through Near Peer Education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: a solomon four-group design. BMC Med Educ. 2022 Feb 19;22(1):112. doi: 10.1186/s12909-022-03144-w.
citation: Aksoy B, Pasli Gurdogan E. Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students. Jpn J Nurs Sci. 2022 Apr;19(2):e12469. doi: 10.1111/jjns.12469. Epub 2022 Jan 4.
citation: Clesse C, Lighezzolo-Alnot J, De Lavergne S, Hamlin S, Scheffler M. Factors related to episiotomy practice: an evidence-based medicine systematic review. J Obstet Gynaecol. 2019 Aug;39(6):737-747. doi: 10.1080/01443615.2019.1581741. Epub 2019 Apr 25.