Flipped Classroom in Episiotomy Education

Sakarya University

Status: Completed

Conditions: Episiotomy; Flipped Classroom

Treatments: Other: flipped classroom

Study type: Interventional

Funder types: Other

Identifiers

NCT05776849

01032023

Details and patient eligibility

About

This study aims to evaluate the effect of using inverted classroom design on students' knowledge, skills and anxiety levels in teaching episiotomy application and repair, one of the interventions frequently used in labour.

Full description

The flipped classroom is a new and popular teaching model in which lessons traditionally conducted in the classroom become homework or homework responsibilities and lessons that would normally constitute homework become classroom lessons. In the flipped classroom, students become responsible for their own learning process and need to manage their own pace of learning, while the teacher helps the students instead of simply imparting information. While flipped classrooms are seen to offer many positive educational outcomes, they also have some limitations. In the flipped model, student learning achievement and satisfaction can be increased and it is considered to be more economical than traditional teaching. The literature shows that the flipped teaching model requires both opportunities and challenges. Within the scope of the study, in order to evaluate the effect of using inverted classroom design in teaching episiotomy application and repair on students' knowledge, skills and anxiety levels, midwifery students taking normal birth and postnatal period courses will be divided into two groups, one group in the form of traditional teaching and one group in the form of inverted classroom design during the application of episiotomy teaching. The study data will be collected through Student Identification Form, State Anxiety Inventory, Episiotomy Information Form and Episiotomy Skill Evaluation Form. The data obtained from the study will be analysed with SPSS programme. It is thought that the study will make an important contribution to the literature in terms of evaluating the effect of the inverted classroom on teaching episiotomy repair.

Enrollment: 86 patients

Sex: Female

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

1. Registered in the midwifery department,
2. Participating in the Normal Birth and Postpartum Period course during the study period and
3. Those who agreed to participate in the study

Exclusion criteria

1. Those who do not attend the Normal Birth and Postpartum Term course twice or more during the semester,
2. Those who have taken this course before and have experience in episiotomy skills.

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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86 participants in 2 patient groups

Experimental group

Experimental group

Description:

The trainer shared the training presentation, visuals and videos (his own video explaining the episiotomy application and repair and other videos shared with the traditional group) prepared on the subject of episiotomy with the students through the course information system, one week before the episiotomy application. It was accepted that the students came to the episiotomy application with the theoretical training. Afterwards, episiotomy was applied.

Treatment:

Other: flipped classroom

No Intervention: Control group (Traditional education)

No Intervention group

Description:

The students were given theoretical training. This training was implemented in two sessions, one lasting 50 minutes and the other 30 minutes. The content of the training; It included the definition of episiotomy, indications, risks, episiotomy application steps, materials used, episiotomy types, episiotomy repair and repair steps, suturing techniques and types, episiotomy care. Slide shows, related images and video presentations (3 videos showing episiotomy application and repair steps and suturing techniques) were used as teaching materials. A question-answer session was held at the end of the training. In addition, teaching materials were shared with the students after the application. Immediately after the training, episiotomy was applied.