The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills
- Conditions
- Flipped Classroom Model in Teaching
- 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
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 42
- Over 18 years old
- who refused to participate in the study
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- FACTORIAL
- 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.
- Secondary Outcome Measures
Name Time Method
Related Research Topics
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Trial Locations
- Locations (1)
Kayseri Üniversitesi
🇹🇷Kayseri, Talas, Turkey
Kayseri Üniversitesi🇹🇷Kayseri, Talas, Turkey