Exploring the Effectiveness of Flipped Education in Distance Digital Learning for Long-term Care Nurses on Pressure Injury Staging Interpretation
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 112
- 试验地点
- 2
- 主要终点
- Pressure injury staging interpretation test
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Double (Care Provider, Investigator)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •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.
排除标准
- •Business managers or administrative managers who do not actually provide frontline care at the patient's home.
结局指标
主要结局
Pressure injury staging interpretation test
时间窗: 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.
次要结局
- Satisfaction with teaching mode(One month before intervention， and one month after intervention)
- Cognitive load of learning(One month before intervention， and one month after intervention)