The Application of the Flipped Model in the Nursing Process and Evaluation of Its Reflection in the Clinic

NCT05455255 | Completed

• 1 other identifier: 20/01/2020-E.889
• Study Type: interventional
• Target: 46
• Locations: 1 country
• Sites: 1

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.

Conditions

Nursing Caries; Educational Problems

Keywords

Flipped Model; Nursing Process; Problem solving; Critical thinking

Outcome Measures

Primary Outcomes (1)

• Critical Thinking Tendency Scale (CTTS)

  In this study, the "Critical Thinking Tendency Scale (CTTS)" developed by Semerci (2016) was used. The Cronbach's alpha internal consistency coefficient of the CTTS scale was determined as 0.96. This scale consists of 49 items scaled as "I totally disagree (1)", I mostly disagree (2), I partially agree (3), I mostly agree (4), I totally agree (5)". The CTTS total score ranges from 49 to 245. It was stated that the students who scored high on the scale had a high tendency to think critically. (Semerci 2016).

  5 weeks

Secondary Outcomes (1)

• Problem Solving Inventory (PSI)

  5 weeks

Other Outcomes (1)

• Focus group semi-structured interview form -qualitative part

  immediately after the intervention

Study Arms (2)

Experimental Group

EXPERIMENTAL

FL will be applied to the intervention group. In this model, short videos of the course will be delivered to students via WhatsApp one week in advance. At the beginning of the lesson, students' deficiencies will be corrected by making kahoot. Afterwards, group work, case scenario, role-play scenario and conceptual map methods will be applied in the course.

Other: Experimental

Control Group

NO INTERVENTION

The subject of the nursing process will be transferred to the control group with powerpoint presentations by the educator. The activities in the other group will be presented by the trainer as an example.

Interventions

Experimental OTHER

FL was applied by Jonathan Bergmann and Aaron Sams in 2007 for high school students who had to be absent from chemistry class. Bergmann and Sams published all the learning activities they used during the lesson as videos. Bergmann and Sams (2012) stated that in this model, which they developed over time, it is not compulsory for the trainer to explain the entire course content in the videos, and the important thing is to allocate time to active learning methods during the course. In the FL model, the summary of the course content is presented to the individuals outside the classroom with tools such as video and power point presentations. In the lesson, activities are carried out for the active participation of the student. The student performs the course content outside of the classroom, and the homework and learning the course in the classroom.

Experimental Group

Eligibility Criteria

• Age: 18 Years - 24 Years
• Gender Eligibility Details: The genders were equalized in the experimental and control groups.
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Not having seen the subject of the nursing process before
• Adequate internet access
• Being willing to participate in the study.

You may not qualify if:

• Not willing to participate in the study

Sponsors & Collaborators

• Sakarya University: lead

Study Sites (1)

Nasibe Yağmur Ziyai

Sakarya, Serdivan, 54150, Turkey (Türkiye)

Location

Related Publications (5)

• 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.

  PMID: 26805506 RESULT

• 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.

  PMID: 30569630 RESULT

• 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.

  PMID: 34002486 RESULT

• 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.

  PMID: 34180751 RESULT

• 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.

  PMID: 28363388 RESULT

Study Officials

• Sakarya University

  Sakarya University

  PRINCIPAL INVESTIGATOR

Study Design

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

Model Details: 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.

Study Record Dates

• First Submitted: June 29, 2022
• First Posted: July 13, 2022
• Study Start: February 2, 2020
• Primary Completion: December 31, 2021
• Study Completion: February 21, 2022
• Last Updated: July 13, 2022

Record last verified: 2022-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)