The Effect of Flipped Classroom and Peer-Supported Education

Istanbul University - Cerrahpasa (IUC)

Status: Active, not recruiting

Conditions: Stoma Colostomy; Self Efficacy

Treatments: Other: Stoma care education with flipped classroom; Other: Stoma care education with peer-supported education model

Study type: Interventional

Funder types: Other

Identifiers

NCT06163885

19785

Details and patient eligibility

About

In the randomized controlled study, the aim is to compare the effect of flipped classroom, peer-supported and traditional education on the knowledge and skills of nursing students in stoma care and on academic self-efficacy.

The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The data will be analyzed using the number, percentage, average, standard deviation, minimum, maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.

Full description

In the randomized controlled study, the aim is to compare the effect of flipped classroom, peer-supported and traditional education on the knowledge and skills of nursing students in stoma care and on academic self-efficacy.

The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The data will be analyzed using the number, percentage, average, standard deviation, minimum, maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.

The hypotheses of the research; H1: Flipped classroom and peer-supported training groups, stoma care information scores are higher than in the control group.

H2: Flipped classroom and peer-supported training groups have higher stoma care skill scores than the control group.

H3: The academic self-efficacy score of flipped classroom and peer-supported training groups increases after the initiative.

H4: There is a difference stoma care skill score between flipped classroom and peer-supported training groups H5: There is a difference stoma care knowledge score between flipped classroom and peer-supported training groups

Flipped classroom, one of the learner-centered education models, consists of a combination of web-based education and traditional education. Web-based recordings can be synchronous and asynchronous. The learner accesses the instruction provided by the educator via the internet. After the basic learning gained in the internet environment, the educator obtains high-level cognitive learning through face-to-face discussion, analysis and synthesis in the classroom environment.

Peer -supported education; It is the educating and motivating of peers (peer learners) by peer educators (peer counselors) who have similar characteristics such as age, education level, profession and interests, through formal or informal educational activities. Peer- -supported education has many benefits for the learner, such as taking responsibility, gaining group/team work skills, supporting psychomotor skill development, and increasing academic success.

Academic self-efficacy (ASE) is the individual's self-confidence and belief that he or she can accomplish an academic task. Self-efficacy increases or decreases depending on the individual's previous experiences of success, the experiences of others, and the verbal support he receives from others. In addition, the individual's physical and emotional state and stress level affect his sense of self-efficacy.

Enrollment: 106 patients

Sex: All

Ages: 18 to 40 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• to be enrolled in the Surgical Diseases Nursing course (stoma care skills are included in this course)
• Not previously trained in stoma care
• Not working as a part-time/full-time nurse

Exclusion criteria

• Not willing to participate in the study
• Previously trained in stoma care
• Having previously cared for a stoma
• Working part-time/full-time as a nurse

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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106 participants in 3 patient groups

peer-supported training group

Experimental group

Description:

Peer-supported training groups consist of 36 people. Participants in this group will receive a four-hour stoma care skill training from their peers. The group's knowledge and skills in stoma care were evaluated by two independent observers

Treatment:

Other: Stoma care education with peer-supported education model

flipped classroom training group

Experimental group

Description:

flipped classroom training groups consist of 35 people. Participants in this group will receive a four-hour stoma care skill training from their educator. The group's knowledge and skills in stoma care were evaluated by two independent observers

Treatment:

Other: Stoma care education with flipped classroom

Control group

No Intervention group

Description:

Control training groups consist of 35 people. Participants in this group will receive a four-hour stoma care skill training from their educator. The group's knowledge and skills in stoma care were evaluated by two independent observers