Flipped Learning Model on the Stoma Care

NCT06397534 | Not Yet Recruiting

• 1 other identifier: FlippedLearningModel
• Study Type: interventional
• Target: 100
• Locations: 0 countries
• Sites: N/A

Brief Summary

This study is planned as a randomized controlled trial to determine the effect of education provided through the flipped learning model on students' levels of knowledge and self-efficacy regarding stoma care. The research will be conducted on 100 first-year nursing students between 05.2024-06.2024. Randomization will be ensured for students who meet the inclusion criteria, and they will be divided into two random groups: the experimental group (n=50) and the control group (n=50). All participating students will be administered the "Introductory Characteristics Form," "Stoma Care Knowledge Assessment Form (pre-test)," and "General Self-Efficacy Scale (pre-test)." For students in the experimental group, digital materials required for preparedness for the course based on the flipped learning model (such as course presentation materials and demonstration videos) will be prepared by the researchers. After the implementation and 4 weeks later, the 'Stoma Care Knowledge Assessment Form (post-test)' and the 'General Self-Efficacy Scale (post-test)' will be administered online. All students in the control group will be administered the 'Introductory Characteristics Form,' the 'Stoma Care Knowledge Assessment Form (pre-test),' and the 'General Self-Efficacy Scale (pre-test).' Subsequently, stoma care will be provided to the control group solely through traditional teaching methods. No additional resources will be provided. After the implementation and 4 weeks later, the 'Stoma Care Knowledge Assessment Form (post-test)' and the 'General Self-Efficacy Scale (post-test)' will be administered online.

Conditions

Stoma Colostomy; Nursing Caries; Nursing Student

Outcome Measures

Primary Outcomes (2)

• Stoma Care Knowledge Evaluation Form

  This form includes 20 statements related to stoma care, such as what a stoma is, the characteristics of a stoma, emptying a stoma bag, changing a stoma bag, and skin care around the stoma. The statements were developed based on the literature (ASCN Stoma Care Clinical Guidelines 2016, Tuzer, Elbas, 2016). Each statement is evaluated on a 100-point scale, with options for "Correct," "Incorrect," and "I don't know." Correct responses are scored as 1, incorrect responses as 0, and the total score is calculated out of 100. 12 statements are correct and 8 statements are incorrect.

  just before education, just after education, just 1 month after education

• General Self-Efficacy Scale

  The scale, developed by Sherer et al. (1982) and validated and reliability-tested in Turkish by Yıldırım and İlhan (2010), consists of three sub-dimensions and 17 items. The scale's sub-dimensions include "Starting" (items 2, 4, 5, 6, 7, 10, 11, 12, and 17; min-max: 9-45), "Persistence" (items 3, 13, 14, 15, and 16; min-max: 5-25), and "Effort Sustainment-Insistence" (items 1, 8, and 9; min-max: 3-15). The scale is a 5-point Likert-type scale, with response options ranging from "5: describes me very well" to "1: does not describe me at all" for each item. The scale includes 11 reverse-scored items (items 2, 4, 5, 6, 7, 10, 11, 12, 14, 16, and 17). The maximum score that can be obtained from the scale is 85 and the minimum score is 17. An increase in score indicates an increase in self-efficacy belief.

  just before education, just after education, just 1 month after education

Study Arms (2)

Flipped Learning

EXPERIMENTAL

In the experimental group, students will be administered the "Introduction Characteristics Form," "Stoma Care Knowledge Assessment Form (pre-test)," and the "General Self-Efficacy Scale (pre-test)." Subsequently, digital materials (such as stoma care presentation materials and stoma care demonstration videos) will be prepared by the researchers. The video content will be uploaded to the 'Edpuzzle' program, which is accessible via internet connection or downloadable to devices. The video content in the 'Edpuzzle' program will consist of stoma care procedural steps. Following this, students will apply the "stoma care" skill in the skills laboratory under the supervision of instructors. To reinforce the implementation in the experimental group, online activities such as word clouds and quizzes will be sent. After the implementation and 4 weeks later, the 'Stoma Care Knowledge Assessment Form (post-test)' and the 'General Self-Efficacy Scale (post-test)' will be administered online.

Other: Education

Control

NO INTERVENTION

All students in the control group will be administered the 'Introductory Characteristics Form,' the 'Stoma Care Knowledge Assessment Form (pre-test),' and the 'General Self-Efficacy Scale (pre-test).' Subsequently, stoma care will be provided to the control group solely through traditional teaching methods. No additional resources will be provided. The stoma care topic will be taught to the control group for 2 hours theoretically and for 4 hours practically. Teaching in the control group will be conducted through PowerPoint presentations, question-and-answer sessions, demonstrations, and discussions. After the lesson, students will practice 'stoma care' in the skills laboratory under the supervision of instructors. After the implementation and 4 weeks later, the 'Stoma Care Knowledge Assessment Form (post-test)' and the 'General Self-Efficacy Scale (post-test)' will be administered online.

Interventions

Education OTHER

In the experimental group, students will be administered the "Introduction Characteristics Form," "Stoma Care Knowledge Assessment Form (pre-test)," and the "General Self-Efficacy Scale (pre-test)." Subsequently, digital materials (such as stoma care presentation materials and stoma care demonstration videos) will be prepared by the researchers. The video content will be uploaded to the 'Edpuzzle' program, which is accessible via internet connection or downloadable to devices. The video content in the 'Edpuzzle' program will consist of stoma care procedural steps. Following this, students will apply the "stoma care" skill in the skills laboratory under the supervision of instructors. To reinforce the implementation in the experimental group, online activities such as word clouds and quizzes will be sent. After the implementation and 4 weeks later, the 'Stoma Care Knowledge Assessment Form (post-test)' and the 'General Self-Efficacy Scale (post-test)' will be administered online.

Flipped Learning

Eligibility Criteria

• Age: 18 Years - 30 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• First-year nursing students,
• Volunteer to participate in the research,
• Have smartphones/computers
• Have continuous Internet Access

You may not qualify if:

• Have previously studied in a health-related field
• Have previously taken the fundamentals of nursing course

Sponsors & Collaborators

• Ankara Yildirim Beyazıt University: lead

MeSH Terms

Interventions

Educational Status

Intervention Hierarchy (Ancestors)

Socioeconomic Factors; Population Characteristics

Central Study Contacts

Tuba Yilmazer, PhD

CONTACT

5079552804; tyilmazer@aybu.edu.tr

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Ankara Yildirim Beyazit University

Study Record Dates

• First Submitted: April 30, 2024
• First Posted: May 3, 2024
• Study Start: January 17, 2025
• Primary Completion: January 17, 2025
• Study Completion: January 18, 2025
• Last Updated: January 17, 2025

Record last verified: 2025-01

Data Sharing

• IPD Sharing: Will not share