The Effect of the Flipped Classroom Model on Pediatric Pain Management Knowledge and Learning Motivation of Nursing Students
NCT ID: NCT07129044
Last Updated: 2025-08-19
Study Results
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Basic Information
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COMPLETED
NA
84 participants
INTERVENTIONAL
2022-02-01
2022-08-15
Brief Summary
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Data were collected at three time points: before the intervention (pre-test), one month after the intervention (post-test), and three months after the intervention (follow-up test). The Pediatric Pain Knowledge Test and the Motivation Scale Towards Learning were used to assess outcomes.
At baseline, there were no significant differences between the groups. Post-test and follow-up results showed that the intervention group demonstrated a statistically significant and sustained increase in both pediatric pain knowledge and learning motivation scores (p\<0.001), while the control group showed no meaningful change.
These findings support the flipped classroom model as an effective and sustainable teaching strategy in nursing education, particularly for improving knowledge and motivation in pediatric pain management.
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Detailed Description
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Participants were randomly assigned to either the intervention group (n = 42) or the control group (n = 42) using a computer-generated randomization list. The intervention group received the flipped classroom approach, which included:
Access to a specially designed online learning platform with educational videos and reading materials uploaded one week prior to the face-to-face sessions,
A face-to-face session focusing on discussion, case-based learning, and peer interaction led by the researcher,
Learning materials developed based on the "Pediatric Pain Management" content defined in the national nursing education curriculum and international guidelines.
The control group engaged in self-directed learning by studying the same written materials independently without structured guidance or interaction.
Data were collected at three time points:
Pre-test (baseline) before the intervention,
Post-test immediately after the intervention (1 month later),
Follow-up (retention test) three months after the intervention.
Two validated instruments were used:
Pediatric Nurses' Knowledge and Attitudes Survey Regarding Pain (PNKAS) adapted for nursing students to measure knowledge,
Motivation to Learn Scale to assess students' learning motivation.
A two-way mixed ANOVA was used to analyze the effects of the intervention across time and between groups. At baseline, no significant differences were found between groups in either knowledge or motivation scores. However, after the intervention, the intervention group showed statistically significant and sustained improvements in both variables, whereas the control group did not exhibit notable changes.
The findings support the use of the flipped classroom approach as an effective and sustainable educational strategy in nursing education, particularly in areas requiring complex knowledge and critical thinking such as pediatric pain management. Integration of this model into nursing curricula may enhance both cognitive outcomes and motivation to learn.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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Flipped Classroom Training on Pediatric Pain Management
Participants in this group received pediatric pain management training through a flipped classroom model for 4 weeks. Training videos and readings were provided in advance and in-class sessions included interactive activities, discussions, and case-based learning.
Flipped Classroom Training on Pediatric Pain Management
Participants in this group received pediatric pain management training designed to increase nursing students' knowledge and motivation. The training was delivered using a flipped classroom model over 4 weeks. Students were provided with pre-class educational materials, including video lectures, readings, and lecture notes. In-class sessions included interactive activities, discussions, case-based learning, and problem-solving exercises. Content was based on current pediatric pain management guidelines and adapted to nursing education standards.
Self-Directed Learning on Pediatric Pain Management
Participants in this group received the same pediatric pain management materials as the intervention group (lecture notes, readings, and video lectures) for self-study without any interactive activities or instructor-led sessions.
Self-Directed Learning on Pediatric Pain Management
Participants in this group received pediatric pain management training designed to increase nursing students' knowledge and motivation. Students were provided with the same pre-class educational materials as the intervention group, including video lectures, readings, and lecture notes, for self-study without any interactive activities or instructor-led sessions. Content was based on current pediatric pain management guidelines and adapted to nursing education standards.
Interventions
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Flipped Classroom Training on Pediatric Pain Management
Participants in this group received pediatric pain management training designed to increase nursing students' knowledge and motivation. The training was delivered using a flipped classroom model over 4 weeks. Students were provided with pre-class educational materials, including video lectures, readings, and lecture notes. In-class sessions included interactive activities, discussions, case-based learning, and problem-solving exercises. Content was based on current pediatric pain management guidelines and adapted to nursing education standards.
Self-Directed Learning on Pediatric Pain Management
Participants in this group received pediatric pain management training designed to increase nursing students' knowledge and motivation. Students were provided with the same pre-class educational materials as the intervention group, including video lectures, readings, and lecture notes, for self-study without any interactive activities or instructor-led sessions. Content was based on current pediatric pain management guidelines and adapted to nursing education standards.
Eligibility Criteria
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Inclusion Criteria
Having access to the Internet and a computer or smartphone
Agreeing to attend synchronous sessions via Google Classroom
Volunteering to participate in the study
Exclusion Criteria
Withdrawing consent at any point during the study
Failing to complete the pre-test, post-test, or three-month follow-up assessment (e.g., missing a measurement session due to internet connectivity issues)
ALL
Yes
Sponsors
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Mustafa Belli
OTHER
Responsible Party
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Mustafa Belli
Assistant Professor, Department of Pediatric Nursing, Faculty of Health Sciences, Burdur Mehmet Akif Ersoy University
Locations
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Mehmet Akif Ersoy University, Faculty of Health Sciences
Burdur, , Turkey (Türkiye)
Countries
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References
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Provided Documents
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Document Type: Study Protocol and Statistical Analysis Plan
Other Identifiers
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1070
Identifier Type: OTHER
Identifier Source: secondary_id
ErsoyU-Belli-FC2022
Identifier Type: -
Identifier Source: org_study_id
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