The Effect of the Flipped Learning Model on the Knowledge and Self-Efficacy Level of Nursing Students Regarding Stoma Care: A Randomized Controlled Study

The Effect of the Flipped Learning Model on the Knowledge and Self-Efficacy Level of Nursing Students Regarding Stoma Care: A Randomized Controlled Study Introduction In nursing education, where theoretical and applied education is provided as a whole, students are expected to acquire cognitive, affective, and psychomotor skills. Within this education, students are expected to become proficient in some fundamental clinical skills. One of these skills that students are expected to acquire is stoma care. It is important for students to learn stoma care correctly before going into clinical practice, and they are expected to perform these skills flawlessly. Proper implementation of the steps of stoma care is crucial. When stoma care is not performed correctly, serious complications such as bleeding, infection, peristomal skin problems, stoma ischemia, and necrosis may occur in patients (Aşti & Karadağ, 2021; Berman et al., 2008; Lynn et al., 2011). These types of complications lead to prolonged hospital stays and increased costs for patients. Minimizing the occurrence of such complications in patients is essential for improving their adaptation to stoma, reducing their distress, enhancing their quality of life, and ensuring the comfort of future clinical nurses, who will provide effective care. Therefore, it is seen that stoma care holds an important place in the nursing process, and it needs to be learned competently in educational life.

It is crucial to teach stoma care correctly and to impart this skill in nursing education. Therefore, different teaching methods can be used to teach stoma care in nursing education. One of these teaching methods is the flipped learning model. The flipped learning model is a pedagogical approach that involves providing students with pre-class information about the topic to be covered and facilitating learning through interactive activities with students during class (Herreid & Schiller, 2013). This approach was proposed as the Flipped Classroom concept by Bergmann and Sams (2012). This method, which provides students with rich learning opportunities and ensures that they come to class prepared, engages students actively in the learning process during class. In a flipped classroom, instructors support students in learning the information they have learned, discuss unclear topics, and engage students in active learning activities (Bergmann & Sams, 2012; Critz & Knight, 2013). This model is an innovative and effective practice that provides students with both individually personalized and group learning environments (Aksoy, 2020).

There is no research found in the literature evaluating the effect of the flipped learning approach on nursing students' knowledge and self-efficacy in stoma care. In this context, it can be said that evaluating the subject of stoma with the flipped learning approach will reflect on the learning and teaching experiences of both students and educators. This research is planned to determine the effect of education provided with the flipped learning model on stoma care knowledge and self-efficacy levels.

Materials and Methods Study Design This study is planned as a randomized controlled experimental study. Hypotheses: H1: The flipped learning model increases students' knowledge of stoma care. H2: The flipped learning model enhances students' self-efficacy regarding stoma care.

Study Location and Characteristics The research will be conducted at the Faculty of Health Sciences, Department of Nursing, Ankara Yıldırım Beyazıt University.