Flipped Learning Model on Students' Knowledge and Health Beliefs

NCT04851197 | Completed

• 1 other identifier: Dogu Akdeniz Universitesi
• Study Type: interventional
• Target: 66
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of the training on testicular cancer and Testicular Self Examination is to increase the awareness of individuals and to develop health behaviors for early diagnosis. However, in the literature, it is seen that in the training studies conducted on this subject, mostly the training videos and presentations are made with the classical expression method. In this study, unlike other studies, the effect of the training given with the Flipped Learning Model on the knowledge and beliefs of male students regarding testicular cancer and Testicular Self Examination will be examined. It is thought that the results of the study to be obtained will guide health professionals in the selection of teaching models to increase the effectiveness of training activities to be planned for young adult males for the early diagnosis of testicular cancer.

Conditions

Self-Examination

Keywords

Testicular Cancer; Testicular Self Examination; Flipped Learning Model; Health Beliefs; Nursing students

Outcome Measures

Primary Outcomes (2)

• Testicular Cancer and Testicular Self Examination Knowledge Test

  Testicular cancer and Testicular Self Examination knowledge test was prepared by the researchers in line with the literature. In the knowledge test, there are 17 items about the incidence of testicular cancer, risk factors, symptoms, the importance of Self-Testicular Examination in early diagnosis, the frequency of performing it and how to do it. Participants will be asked to mark the questions as true, false and do not know. Expert opinion will be taken for the content validity of the prepared knowledge test. According to the results of the content validity index, the minimum and maximum points to be taken will be determined according to the number of items in the knowledge test.

  Testicular cancer and Testicular Self Examination knowledge test will be applied baseline and two weeks after the training.

• Champion's Health Belief Model Scale

  The Turkish reliability and validity of Champion's Health Belief Model Scale, which determines beliefs and practices for Self Testicular Examination by modifying Champion's Health Belief Model by Barnes (2000), was made by Pınar et al. (2011). The scale consists of five subscales and 26 items. Among the subscales, sensitivity: 5 items (1-5), Severity: 7 items (6-12), benefits: 3 items (13-15), barriers: 5 items (16-20) and self-efficacy: 6 items ( 21-26).

  6 weeks

Secondary Outcomes (1)

• Visual Analog Satisfaction Scale

  2 weeks

Study Arms (2)

control group

EXPERIMENTAL

The students in the control group will be filled with the Introductory and Self-Testicular Examination Characteristics Question Form, "Testicular Cancer and Self Testicular Examination Knowledge Test" and "Champion's Health Belief Model Scale", which will be prepared with Microsoft teams forms before the training. Later, the students will be given an average of 20-30 minutes of training from Powerpoint presentation and video presentation. Students' questions will be answered in the last 10 minutes. After two weeks after the training, the students will be asked to fill in the "Testicular Cancer and KKTM Knowledge Test" and a Visual Analogue Scale that includes their satisfaction with the training method. After 6 weeks, "Champion's Health Belief Model Scale" will be filled out.

Other: Flipped Learning Model

Intervention

EXPERIMENTAL

Before the training, the students in the intervention group will fill the Introductory and Characteristics Question Form on "Testicular Cancer and Self Testicular Examination Knowledge Test" and "Champion's Health Belief Model Scale". Educational materials (lecture presentation, video) will be loaded on the system in accordance with the inverted learning model, and students will be asked to come prepared for the planned lesson. Classical presentations will not be made to the students, and the education will be given in the form of question and answer discussion. After two weeks after the training, the students will be asked to fill in the "Testicular Cancer and Self Testicular Examination Knowledge Test" and a Visual Analogue Scale that includes their satisfaction with the training method. After 6 weeks, "Champion's Health Belief Model Scale" will be filled.

Other: Flipped Learning Model

Interventions

Flipped Learning Model OTHER

Students in the intervention group will be given training on testicular cancer and testicular self-examination in accordance with the Flipped Learning Model. The students in the control group will receive the same training with the traditional method. It was aimed to examine the effect of the training given with the Flipped Learning Model on the students' knowledge levels and health beliefs about testicular cancer and self-testicular examination.

Intervention; control group

Eligibility Criteria

• Age: 18 Years+
• Gender Eligibility Details: Male nursing student who has not previously received testicular cancer and testicular self-examination training
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Who are over the age of 18, who has not previously received testicular cancer and testicular self-examination training Being a male nursing student

You may not qualify if:

• At any stage of the study, there is a request to withdraw from the study.

Sponsors & Collaborators

• Eastern Mediterranean University: lead

Study Sites (1)

Eastern Mediterranean University, Health Sciences Faculty, Nursing Department

Famagusta, None Selected, 99520, Cyprus

Location

Related Publications (10)

• Le Cornet C, Lortet-Tieulent J, Forman D, Beranger R, Flechon A, Fervers B, Schuz J, Bray F. Testicular cancer incidence to rise by 25% by 2025 in Europe? Model-based predictions in 40 countries using population-based registry data. Eur J Cancer. 2014 Mar;50(4):831-9. doi: 10.1016/j.ejca.2013.11.035. Epub 2013 Dec 23.

  PMID: 24369860 BACKGROUND

• Akar SZ, Bebis H. Evaluation of the effectiveness of testicular cancer and testicular self-examination training for patient care personnel: intervention study. Health Educ Res. 2014 Dec;29(6):966-76. doi: 10.1093/her/cyu055. Epub 2014 Sep 23.

  PMID: 25248831 BACKGROUND

• Ugurlu Z, Akkuzu G, Karahan A, Beder A, Dogan N, Okdem S, Kav S. Testicular cancer awareness and testicular self-examination among university students. Asian Pac J Cancer Prev. 2011;12(3):695-8.

  PMID: 21627366 BACKGROUND

• Levi F, Lucchini F, Negri E, Boyle P, La Vecchia C. Cancer mortality in Europe, 1995-1999, and an overview of trends since 1960. Int J Cancer. 2004 Jun 10;110(2):155-69. doi: 10.1002/ijc.20097.

  PMID: 15069676 BACKGROUND

• Ugboma HA, Aburoma HL. Public awareness of testicular cancer and testicular self-examination in academic environments: a lost opportunity. Clinics (Sao Paulo). 2011;66(7):1125-8. doi: 10.1590/s1807-59322011000700001.

  PMID: 21876962 BACKGROUND

• Betihavas V, Bridgman H, Kornhaber R, Cross M. The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education. Nurse Educ Today. 2016 Mar;38:15-21. doi: 10.1016/j.nedt.2015.12.010. Epub 2015 Dec 22.

  PMID: 26804940 BACKGROUND

• Kim HS, Kim MY, Cho MK, Jang SJ. Effectiveness of applying flipped learning to clinical nursing practicums for nursing students in Korea: A randomized controlled trial. Int J Nurs Pract. 2017 Oct;23(5). doi: 10.1111/ijn.12574. Epub 2017 Jul 25.

  PMID: 28741796 BACKGROUND

• Hanson J. Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice. Nurse Educ Pract. 2016 Jan;16(1):79-85. doi: 10.1016/j.nepr.2015.09.001. Epub 2015 Oct 9.

  PMID: 26494304 BACKGROUND

• Iyigun E, Tastan S, Ayhan H, Kose G, Acikel C. Validity and reliability analysis of the planned behavior theory scale related to the testicular self-examination in a Turkish context. Postgrad Med. 2016 Jun;128(5):496-501. doi: 10.1080/00325481.2016.1182872. Epub 2016 May 10.

  PMID: 27130481 BACKGROUND

• Akcali K, Tastan S. The effects of flipped classroom model on knowledge, behaviour and health beliefs on testicular cancer and self-examination: a randomized controlled trial study. Health Educ Res. 2023 May 22;38(3):230-240. doi: 10.1093/her/cyad007.

  PMID: 36843567 DERIVED

MeSH Terms

Conditions

Self-Examination; Testicular Neoplasms

Condition Hierarchy (Ancestors)

Health Behavior; Behavior; Endocrine Gland Neoplasms; Neoplasms by Site; Neoplasms; Genital Neoplasms, Male; Urogenital Neoplasms; Genital Diseases, Male; Genital Diseases; Urogenital Diseases; Male Urogenital Diseases; Endocrine System Diseases; Testicular Diseases; Gonadal Disorders

Study Officials

• Sevinc Tastan, Prof. Dr.

  Eastern Mediterranean University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SCREENING
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Prof.Dr.

Model Details: experimental study with pretest posttest control group

Study Record Dates

• First Submitted: April 10, 2021
• First Posted: April 20, 2021
• Study Start: April 21, 2021
• Primary Completion: June 10, 2021
• Study Completion: June 17, 2021
• Last Updated: September 13, 2021

Record last verified: 2021-09

Data Sharing

• IPD Sharing: Will not share

Locations

CY (1)