The Effect of Flipped Classroom and Peer-Supported Education
NCT ID: NCT06163885
Last Updated: 2023-12-11
Study Results
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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ACTIVE_NOT_RECRUITING
NA
106 participants
INTERVENTIONAL
2023-10-02
2023-12-21
Brief Summary
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The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The data will be analyzed using the number, percentage, average, standard deviation, minimum, maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.
Detailed Description
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The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The data will be analyzed using the number, percentage, average, standard deviation, minimum, maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.
The hypotheses of the research; H1: Flipped classroom and peer-supported training groups, stoma care information scores are higher than in the control group.
H2: Flipped classroom and peer-supported training groups have higher stoma care skill scores than the control group.
H3: The academic self-efficacy score of flipped classroom and peer-supported training groups increases after the initiative.
H4: There is a difference stoma care skill score between flipped classroom and peer-supported training groups H5: There is a difference stoma care knowledge score between flipped classroom and peer-supported training groups
Flipped classroom, one of the learner-centered education models, consists of a combination of web-based education and traditional education. Web-based recordings can be synchronous and asynchronous. The learner accesses the instruction provided by the educator via the internet. After the basic learning gained in the internet environment, the educator obtains high-level cognitive learning through face-to-face discussion, analysis and synthesis in the classroom environment.
Peer -supported education; It is the educating and motivating of peers (peer learners) by peer educators (peer counselors) who have similar characteristics such as age, education level, profession and interests, through formal or informal educational activities. Peer- -supported education has many benefits for the learner, such as taking responsibility, gaining group/team work skills, supporting psychomotor skill development, and increasing academic success.
Academic self-efficacy (ASE) is the individual's self-confidence and belief that he or she can accomplish an academic task. Self-efficacy increases or decreases depending on the individual's previous experiences of success, the experiences of others, and the verbal support he receives from others. In addition, the individual's physical and emotional state and stress level affect his sense of self-efficacy.
Conditions
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Keywords
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Study Design
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RANDOMIZED
PARALLEL
OTHER
SINGLE
Study Groups
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peer-supported training group
Peer-supported training groups consist of 36 people. Participants in this group will receive a four-hour stoma care skill training from their peers. The group's knowledge and skills in stoma care were evaluated by two independent observers
Stoma care education with peer-supported education model
Peer-supported education model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models.
flipped classroom training group
flipped classroom training groups consist of 35 people. Participants in this group will receive a four-hour stoma care skill training from their educator. The group's knowledge and skills in stoma care were evaluated by two independent observers
Stoma care education with flipped classroom
Flipped classroom model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models.
Control group
Control training groups consist of 35 people. Participants in this group will receive a four-hour stoma care skill training from their educator. The group's knowledge and skills in stoma care were evaluated by two independent observers
No interventions assigned to this group
Interventions
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Stoma care education with flipped classroom
Flipped classroom model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models.
Stoma care education with peer-supported education model
Peer-supported education model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models.
Eligibility Criteria
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Inclusion Criteria
* Not previously trained in stoma care
* Not working as a part-time/full-time nurse
Exclusion Criteria
* Previously trained in stoma care
* Having previously cared for a stoma
* Working part-time/full-time as a nurse
18 Years
40 Years
ALL
Yes
Sponsors
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Istanbul University - Cerrahpasa
OTHER
Responsible Party
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Olga Incesu
Dr
Principal Investigators
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Olga İncesu, Dr
Role: PRINCIPAL_INVESTIGATOR
Istanbul University-Cerrahpaşa Florence Nightingale Faculty of Nursing
Locations
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Florence Nightingale Faculty of Nursing
Istanbul, Şişli, Turkey (Türkiye)
Countries
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Other Identifiers
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19785
Identifier Type: -
Identifier Source: org_study_id