Telemedicine Wounds

Not Applicable

Not yet recruiting

• Conditions: Pressure Injury

• Registration Number: NCT06827925
• Lead Sponsor: Asia University

Brief Summary

This study aims to explore the effectiveness of the flipped education model applied to distance digital learning in enhancing the pressure injury staging interpretation skills of long-term care nursing staff. A quasi-experimental design was employed, dividing participants into a flipped education group and a conventional digital learning group. Pre- and post-intervention assessments were conducted to evaluate knowledge and skills, and differences in satisfaction and cognitive load were compared.

Detailed Description

Not available

Study Timeline

• Status Verified: 2025-01
• Study First Submitted: 2025-01-13
• Study First Submitted QC: 2025-02-10
• Last Update Submitted: 2025-02-10
• Study First Posted: 2025-02-14
• Last Update Posted: 2025-02-14
• Study Start: 2025-04-01
• Primary Completion: 2025-12-31
• Study Completion: 2025-12-31

Recruitment & Eligibility

• Status: NOT_YET_RECRUITING
• Sex: All
• Target Recruitment: 112

Inclusion Criteria

• Home care worker
• Those who have access to a smartphone and the Internet
• After the purpose of the study was explained, they agreed to participate in the study and signed the consent form.

Exclusion Criteria

• Business managers or administrative managers who do not actually provide frontline care at the patient's home.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Pressure injury staging interpretation test	One month before intervention， and one month after intervention	The scale consists of 21 questions and the assessment takes approximately 10 to 12 minutes. A correct answer will earn 1 point, and an incorrect answer will earn 0 points. The total score ranges from 0 to 21, and the calculation method is {(number of correct answers/21 questions)\*100%} as the test score, rounded to the first decimal place. Higher scores represent better knowledge of the degree of crush injury interpretation.

Secondary Outcome Measures

Name	Time	Method
Satisfaction with teaching mode	One month before intervention， and one month after intervention	It is a structured questionnaire with 10 questions in total, focusing on teaching objectives, teaching content design, multimedia design, and self-conscious learning outcomes. The ratings were given on a five-point Likert scale, ranging from 5 (very satisfied), 3 (no opinion), to 1 (very dissatisfied). The total score ranges from 10 to 50, with higher scores indicating greater satisfaction with the educational strategy for pressure injury care and management.
Cognitive load of learning	One month before intervention， and one month after intervention	The cognitive load scale assesses the subjective feelings of the subjects during the learning process and can be divided into two subscales: external cognitive load and augmentative cognitive load. The questionnaire consists of 5 questions, using a five-point Likert scale ranging from "strongly agree" (1 point) to "strongly disagree" (5 points). Total scores range from 5 to 25, with higher extrinsic cognitive load scores indicating lower cognitive load and lower accretive cognitive load scores indicating higher accretive cognitive load.

Trial Locations

Locations (1)

Asia University; 🇨🇳 Taichung, Taiwan