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

Not Applicable

Completed

• Conditions: Flipped Classroom Model in Teaching
• Interventions: Behavioral: control group; Behavioral: The flipped classroom model was used to teach students' clinical practice skills.

• Registration Number: NCT05402215
• Lead Sponsor: TC Erciyes University

Brief Summary

This research is a randomized controlled experimental study planned to examine the effect of the flipped classroom model in teaching clinical practice skills. The research was carried out on first year students of the First and Emergency Aid Program at a state university in Turkey. The data were collected for one year, in the fall and spring terms. The universe of the research consisted of 46 students enrolled in the 2021-2022 Academic Year First and Emergency Aid Program and studying in the first year. In the study, stratified randomization method was used since it was thought that random selection could affect the study statistically in assigning students to groups. The data of the study were collected using the "Descriptive Characteristics Information Form", which includes the introductory information of the students, and the "Check List", which includes the clinical practice skill steps. While the flipped classroom model was used in teaching clinical practice skills of students in the experimental group, standard lectures were used in the control group.

Detailed Description

Not available

Study Timeline

• Study Start: 2021-10-25
• Primary Completion: 2022-05-06
• Study Completion: 2022-05-06
• Study First Submitted: 2022-05-30
• Study First Submitted QC: 2022-05-30
• Status Verified: 2022-06
• Study First Posted: 2022-06-02
• Last Update Submitted: 2022-06-02
• Last Update Posted: 2022-06-07

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 42

Inclusion Criteria

• Over 18 years old

Exclusion Criteria

• who refused to participate in the study

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: FACTORIAL

Arm && Interventions

Group	Intervention	Description
control group	control group	To the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher. While the students were doing the applications, one of the researchers observed the application and marked only the skill level in the checklists ("applied", "incompletely applied" and "did not apply") without making any comments or directions.
experimental group	The flipped classroom model was used to teach students' clinical practice skills.	The flipped classroom model was used in teaching the clinical practice skills of the students in the experimental group. First of all, videos for clinical applications were prepared by the researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled.

Primary Outcome Measures

Name	Time	Method
Control List	immediately after application	The checklists were created by the researchers using the clinical practice guidelines on nursing principles (Dikmen \& Akın Korhan, 2016; Taşçı, et al., 2018) and the opinions of three experts in the field of nursing principles were obtained. In the study, intravenous catheterization (28 application steps), intravenous blood collection (24 application steps), blood pressure measurement from the brachial artery (24 application steps), intramuscular injection into the ventrogluteal region (34 application steps) and female urinary catheterization (39 application steps) applications were examined. 5 checklists containing skill steps were used. In the checklists, each application step was arranged as a three-point Likert scale as "applied" (2 points), "applied incompletely" (1 point), and "did not apply" (0 points). The lowest score in the checklists is 0, and the highest score differs according to the number of skill steps in clinical applications.

Trial Locations

Locations (1)

Kayseri Üniversitesi; 🇹🇷 Kayseri, Talas, Turkey