Flipped Classroom in Episiotomy Education

Not Applicable

Completed

• Conditions: Flipped Classroom; Episiotomy
• Interventions: Other: flipped classroom

• Registration Number: NCT05776849
• Lead Sponsor: Sakarya University

Brief Summary

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.

Detailed Description

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.

Study Timeline

• Study Start: 2022-12-15
• Primary Completion: 2022-12-22
• Study Completion: 2023-01-05
• Study First Submitted: 2023-03-07
• Study First Submitted QC: 2023-03-17
• Study First Posted: 2023-03-20
• Status Verified: 2023-04
• Last Update Submitted: 2023-04-03
• Last Update Posted: 2023-04-05

Recruitment & Eligibility

• Status: COMPLETED
• Sex: Female
• Target Recruitment: 86

Inclusion Criteria

1. Registered in the midwifery department,
2. Participating in the Normal Birth and Postpartum Period course during the study period and
3. Those who agreed to participate in the study

Exclusion Criteria

1. Those who do not attend the Normal Birth and Postpartum Term course twice or more during the semester,
2. Those who have taken this course before and have experience in episiotomy skills.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Experimental group	flipped classroom	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.

Primary Outcome Measures

Name	Time	Method
Episiotomy Information Form	1 hours	It consists of 25 propositions (questions) to measure the knowledge level of students about episiotomy. 13 of these propositions were prepared as true propositions and 12 as false propositions, and the participants were asked to answer as 'agree', 'disagree' and 'no idea'. Correct answers given by the students to the propositions were evaluated as 1 point, wrong and I have no idea answers as 0 points. The lowest score that can be obtained from the information form is 0, and the highest score is 25.
Episiotomy Skill Assessment Form	1 hours	Form; It consists of 15 items, including the steps of holding the porthole correctly, knotting the sutures properly, repairing the superficial perineal muscles with one-by-one sutures, and application and repair of episiotomy. Each item in the form was scored as "3" if the student fulfilled the procedure in the item, "2" if partially fulfilled, and "1" if not. The total score that can be obtained from the form is minimum 15 and maximum 75.
State Anxiety Inventory (STAI)	1 hours	The State Anxiety Inventory consists of 20 items and requires the individual to answer how he or she feels at a certain moment and under certain conditions, taking into account his feelings about the situation he is in. The scale is likert type and is a four-degree scale ranging from "Not at all" to "Totally". The maximum score that can be obtained from the scale is 80, and the minimum score is 20. High scores indicate high anxiety, low scores indicate low anxiety.

Trial Locations

Locations (1)

Sakarya University- Faculty of Health Sciences; 🇹🇷 Sakarya, Turkey