The Effect of Flipped Classroom Teaching Method on Academic Achievement and Skill Learning Level in Skills Education

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

Get a concise snapshot of the trial, including recruitment status, study phase, enrollment targets, and key timeline milestones.

Recruitment Status

UNKNOWN

Clinical Phase

NA

Total Enrollment

102 participants

Study Classification

INTERVENTIONAL

Study Start Date

2021-09-01

Study Completion Date

2022-12-30

Brief Summary

Review the sponsor-provided synopsis that highlights what the study is about and why it is being conducted.

In this study, it was aimed to determine the effect of the Flipped Classroom Teaching Method on the academic achievement and skill learning levels of nursing students in nursing skills education.

Related Clinical Trials

Explore similar clinical trials based on study characteristics and research focus.

The Effect of Flipped Classroom Teaching Method on Medical Error Tendencies

NCT06504095

Nursing Students Education

NOT_YET_RECRUITING NA

Use of the Flipped Classroom Model With Nursing Students

NCT06166966

Use of the Flipped Classroom Model With Nursing Students

COMPLETED NA

The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills

NCT05402215

Flipped Classroom Model in Teaching

COMPLETED NA

The Effect of the Flipped Learning Model on Spiritual Care Perception and Competence in Nursing Students

NCT07338253

Spiritual Care Flipped Learning Model

ENROLLING_BY_INVITATION NA

Flipped Classroom Approach on Nursing Students' Blood Pressure

NCT05337787

Nursing Student Blood Pressure Education

COMPLETED NA

Detailed Description

Dive into the extended narrative that explains the scientific background, objectives, and procedures in greater depth.

Due to the rapid changes in science and technology, the increase in the number of students in higher education and the decrease in resources, the fact that students are in the Y and Z generation, who know the use of technology well, have advanced thinking and a rapid knowledge acquisition process, they are different from traditional teaching methods due to the Covid 19 pandemic. The use of teaching methods has become more important. In nursing education, the curriculum should support high-level learning, encourage active learning, education should be student-centered, and students should take responsibility for learning.

The traditional classroom model learning approaches, in which the student is a passive participant and under the control of the teacher, have been changing recently with the effect of new educational technologies, learner characteristics and learning expectations, and methods in which students are more active are needed. This change reveals structuring in the direction of the use of out-of-class time. One of these embodiments is the flipped classroom model. Presenting in-class activities to students outside the classroom in flipped classrooms is defined as bringing homework and activities that are expected to be done outside the classroom in the traditional structure. In the flipped learning model, the student reaches the basic level of knowledge outside the classroom, and spends the classroom time with high-level skills such as discussion, practice and problem solving.

In this study, it was aimed to determine the effect of the Flipped Classroom Teaching Method on the success of the students and the level of skill learning in skill education, which has an important place in nursing education. With the Flipped learning method, it is aimed to raise individuals who are student-centered, who research and question what has been learned, learn by doing and experiencing, and internalize and make sense of the information they have learned.

Although the studies showing the results of the teaching practice related to flipped learning in the literature are generally positive, they cannot provide definite data in terms of its effect on student success. In addition, there is a limited number of studies on nursing skills teaching related to the Flipped Learning method. In our country, there is no teaching example related to flipped learning in nursing education. However, the requirements and conditions include investigating the application and use of new models such as flipped learning; It was decided to carry out this research because it requires the collection of data on whether the application of this learning method is appropriate in nursing education at the universal and national level, especially in nursing skills training.

Conditions

See the medical conditions and disease areas that this research is targeting or investigating.

Nursing Students Education

Study Design

Understand how the trial is structured, including allocation methods, masking strategies, primary purpose, and other design elements.

Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

This research is a randomized controlled experimental study. It was planned to divide the students into two groups as experimental and control groups. Simple random sampling method will be used to determine the experimental and control groups. To ensure randomization, each student will be numbered and data sets (experiment and control) will be created.

Primary Study Purpose

BASIC_SCIENCE

Blinding Strategy

NONE

Study Groups

Review each arm or cohort in the study, along with the interventions and objectives associated with them.

intervention group (Flipped Teaching Method Group)

Intervention group students will be given skill training with the Flipped Teaching method.

Group Type EXPERIMENTAL

intervention group (Flipped Teaching Method Group)

Intervention Type OTHER

Students will be given skill training with the Flipped Teaching method, which consists of outside and in-class applications.

Out-of-Class Practice: A Learning Management System-Web-Based Distance Education System will be created for the Flipped Teaching method. Theoretical course topics and skill training videos will be uploaded to the system 7 days before the course day. Students will be able to watch the video tutorials in the number and frequency they want until the day of the lesson. At the end of the lesson, the mini-exam will be uploaded to the system.

In-class practice: The researcher will come to the lesson prepared for classroom activities such as "question and answer". Theoretical lectures and skill demonstrations will not be made by the researcher. The researcher will only guide the students. Then, the students will be provided to perform the skill under the guidance of the researcher in the clinical skills laboratory.

Control group (Traditional Method Group)

Control group students will receive skill training with the traditional method. No intervention will be made.

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

Learn about the drugs, procedures, or behavioral strategies being tested and how they are applied within this trial.

intervention group (Flipped Teaching Method Group)

Students will be given skill training with the Flipped Teaching method, which consists of outside and in-class applications.

Out-of-Class Practice: A Learning Management System-Web-Based Distance Education System will be created for the Flipped Teaching method. Theoretical course topics and skill training videos will be uploaded to the system 7 days before the course day. Students will be able to watch the video tutorials in the number and frequency they want until the day of the lesson. At the end of the lesson, the mini-exam will be uploaded to the system.

In-class practice: The researcher will come to the lesson prepared for classroom activities such as "question and answer". Theoretical lectures and skill demonstrations will not be made by the researcher. The researcher will only guide the students. Then, the students will be provided to perform the skill under the guidance of the researcher in the clinical skills laboratory.

Intervention Type OTHER

Eligibility Criteria

Check the participation requirements, including inclusion and exclusion rules, age limits, and whether healthy volunteers are accepted.

Inclusion Criteria

* Students who are in the 1st year of the Faculty of Nursing
* Students who will take the Nursing Fundamentals course
* Students who agreed to participate in the study

Exclusion Criteria

* Nursing students who refused to participate in the study
* Health vocational high school graduate students
* Students who take the Nursing Fundamentals course from below

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes