Flipped Classroom in Episiotomy 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

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

86 participants

Study Classification

INTERVENTIONAL

Study Start Date

2022-12-15

Study Completion Date

2023-01-05

Brief Summary

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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.

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Detailed Description

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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.

Conditions

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Flipped Classroom Episiotomy

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

the experimental group will be given the teaching materials before the lesson, while the control group will be given them during the lesson

Primary Study Purpose

OTHER

Blinding Strategy

SINGLE

Outcome Assessors

The person assessing the outcomes was blind.

Study Groups

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Experimental group

The trainer shared the training presentation, visuals and videos (his own video explaining the episiotomy application and repair and other videos shared with the traditional group) prepared on the subject of episiotomy with the students through the course information system, one week before the episiotomy application. It was accepted that the students came to the episiotomy application with the theoretical training. Afterwards, episiotomy was applied.

Group Type EXPERIMENTAL

flipped classroom

Intervention Type OTHER

Educational presentation, visuals and videos (her own video explaining episiotomy application and repair and other videos shared with the traditional group) prepared for the students on episiotomy were shared one week before the episiotomy application.

No Intervention: Control group (Traditional education)

The students were given theoretical training. This training was implemented in two sessions, one lasting 50 minutes and the other 30 minutes. The content of the training; It included the definition of episiotomy, indications, risks, episiotomy application steps, materials used, episiotomy types, episiotomy repair and repair steps, suturing techniques and types, episiotomy care. Slide shows, related images and video presentations (3 videos showing episiotomy application and repair steps and suturing techniques) were used as teaching materials. A question-answer session was held at the end of the training. In addition, teaching materials were shared with the students after the application. Immediately after the training, episiotomy was applied.

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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