The Effect of Flipped Classroom and Peer-Supported Education

Not Applicable

Active, not recruiting

• Conditions: Self Efficacy; Stoma Colostomy

• Registration Number: NCT06163885
• Lead Sponsor: Istanbul University - Cerrahpasa (IUC)

Brief Summary

In the randomized controlled study, the aim is to compare the effect of flipped classroom, peer-supported and traditional education on the knowledge and skills of nursing students in stoma care and on academic self-efficacy.

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

In the randomized controlled study, the aim is to compare the effect of flipped classroom, peer-supported and traditional education on the knowledge and skills of nursing students in stoma care and on academic self-efficacy.

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.

Study Timeline

• Study Start: 2023-10-02
• Primary Completion: 2023-11-22
• Study First Submitted: 2023-11-23
• Status Verified: 2023-12
• Study First Submitted QC: 2023-12-01
• Last Update Submitted: 2023-12-01
• Study First Posted: 2023-12-11
• Last Update Posted: 2023-12-11
• Study Completion: 2023-12-21

Recruitment & Eligibility

• Status: ACTIVE_NOT_RECRUITING
• Sex: All
• Target Recruitment: 106

Inclusion Criteria

• to be enrolled in the Surgical Diseases Nursing course (stoma care skills are included in this course)
• Not previously trained in stoma care
• Not working as a part-time/full-time nurse

Exclusion Criteria

• Not willing to participate in the study
• Previously trained in stoma care
• Having previously cared for a stoma
• Working part-time/full-time as a nurse

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Academic self-efficacy	total 12 weeks	Academic self-efficacy scores of the experimental groups change after the intervention

Secondary Outcome Measures

Name	Time	Method
Stoma Care Skill Score	total 12 weeks	There is a difference between the experimental groups and the control group in terms of Stoma Care Skill Score

Trial Locations

Locations (1)

Florence Nightingale Faculty of Nursing; 🇹🇷 Istanbul, Şişli, Turkey