Effects of 'Evidence-based Practice' Training Based on Flipped Learning, Web-based and Traditional Education Models on Nurses' Self-directed Learning and Metacognitive Thinking Skills

Not Applicable

Active, not recruiting

• Conditions: Flipped Education Model; Self Directed Learning; Metacognition; Web Based Education

• Registration Number: NCT06988891
• Lead Sponsor: Istanbul University - Cerrahpasa

Brief Summary

The research was conducted to evaluate the effects of evidence-based practice training developed based on flipped learning, web-based education and traditional education models on nurses' self-directed learning and metacognitive thinking skills. The study is a randomised controlled experimental study with a pre-test-post-test design, consisting of two intervention groups (flipped learning and web-based education) and one control group (traditional education).

Detailed Description

Purpose: The purpose of the study is to evaluate the effects of evidence-based practice training developed based on flipped learning, web-based education and traditional education models on nurses' self-directed learning and metacognitive thinking skills.

Method: The study is a pre-test-post-test randomised controlled experimental research design with two intervention groups (flipped learning and web-based education models applied) and one control group (traditional education model applied). The study was conducted with 45 nurses working in a training and research hospital in Istanbul. Data were collected with self-directed learning skills and metacognitive thinking skills scales.

Study Timeline

• Study Start: 2025-02-03
• Primary Completion: 2025-02-27
• Status Verified: 2025-05
• Study First Submitted: 2025-05-12
• Study Completion: 2025-05-20
• Study First Submitted QC: 2025-05-22
• Last Update Submitted: 2025-05-22
• Study First Posted: 2025-05-25
• Last Update Posted: 2025-05-25

Recruitment & Eligibility

• Status: ACTIVE_NOT_RECRUITING
• Sex: All
• Target Recruitment: 45

Inclusion Criteria

• Have at least a bachelor's degree in nursing

Exclusion Criteria

• Requesting to withdraw from the study

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Self Directed Learning Skills Scale	one month	The scale was developed to determine the self-directed learning skill levels of learners. It consists of 21 items and 4 sub-dimensions (self-monitoring, motivation, self-control, self-confidence). The response options of the five-point Likert-type scale are; "(1) Never to (5) Always." The highest score that can be obtained from the scale is 105, the middle score is 63, and the lowest score is 21. An increase in the score obtained from the scale indicates that the participant has high self-directed learning skills. The total Cronbach α value of the scale was determined as 0.91 in the study.

Secondary Outcome Measures

Name	Time	Method
Metacognitive thinking skills scale	one month	It was developed to determine the metacognitive thinking skills levels of individuals. The scale consists of 18 items and 4 sub-dimensions (thinking skills, reflective thinking skills for problem solving, decision-making skills, alternative assessment skills). The response options of the five-point Likert-type scale are from (1) Totally disagree to (5) Totally agree. The highest score that can be obtained from the scale is 90, the lowest score is 18. An increase in the score obtained from the scale indicates that metacognitive thinking skills have increased. The total Cronbach α value of the scale was determined as 0.90 in the study.

Trial Locations

Locations (1)

Prof. Dr. Cemil Taşcıoğlu Training and Research Hospital; 🇹🇷 Istanbul, Turkey