Nursing CariesNCT05455255
The Application of the Flipped Model in the Nursing Process and Evaluation of Its Reflection in the Clinic
A study testing Experimental in people with Nursing Caries and Educational Problems, run by Sakarya University at 1 site in Turkey (Türkiye).
Trial summary
Teaching the nursing process that nursing students will use throughout their professional career is very important. In this direction, considering the Z generation, innovative and technology-based teaching methods should be used. Read more about this study
- Who is it for?
- Ages 18 to 24 yearsHealthy volunteers can take part
- Conditions the study is for
- Nursing Caries, Educational Problems
- What is being tested?
- Experimental
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 46 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 2 Feb 2020to 21 Feb 2022
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 24 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Not having seen the subject of the nursing process before
- Adequate internet access
- Being willing to participate in the study.
Who cannot join
- Not willing to participate in the study
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Application of the Web Program Based on the Flipped Model in Nursıng Process Teaching and Evaluation of Its Reflect to the Clinic
Teaching the nursing process that nursing students will use throughout their professional career is very important. In this direction, considering the Z generation, innovative and technology-based teaching methods should be used. Since the subject of the nursing process is the building block of nursing, its teaching should also be effective. The use of innovative and technology-based education methods that will increase the active participation of the students in the teaching of the nursing process, reinforce the learning, and encourage them to use problem-solving and critical thinking skills has been very important in recent years. For this reason, this research was planned to examine the effect of flipped learning(FL) on students' problem solving and critical thinking skills and their views on this model in nursing process teaching. In this study, it will be carried out with mixed method. In the quantitative part of the research, pre-test-post-test, experimental design with randomized control group will be used, and in the qualitative part, case study and phenomenological design will be used.
Read the detailed description
Ethics committee approval was obtained from the Sakarya University Faculty of Medicine.In this study, it will be carried out with mixed method.
In the quantitative part of this research, pre-test-post-test, experimental design with randomized control group will be used, and in the qualitative part, case study and phenomenological design will be applied. Considering the losses as a result of the G-power analysis, the sample of the research was planned to consist of 23 students in the intervention group and 23 students in the control group. A stratified randomization process will be carried out by applying the pre-test data to the students who meet the inclusion criteria of the study.
In this study, FL will be applied to the intervention group for 5 weeks, while the traditional method will be applied to the control group for 5 weeks.
In the quantitative dimension of the research, critical thinking disposition scale and problem solving inventory will be used. A semi-structured interview form will be used in the qualitative aspect of the research.
- Conditions
- Nursing Caries, Educational Problems
- Being tested
- Experimental
- Keywords
- Flipped Model, Nursing Process, Problem solving, Critical thinking
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
ExperimentalOther
FL was applied by Jonathan Bergmann and Aaron Sams in 2007 for high school students who had to be absent from chemistry class. Bergmann and Sams published all the learning activities they used during the lesson as videos. Bergmann and Sams (2012) stated that in this model, which they developed over time, it is not compulsory for the trainer to explain the entire course content in the videos, and the important thing is to allocate time to active learning methods during the course. In the FL model, the summary of the course content is presented to the individuals outside the classroom with tools such as video and power point presentations. In the lesson, activities are carried out for the active participation of the student. The student performs the course content outside of the classroom, and the homework and learning the course in the classroom.
| Study group | Role | What they receive |
|---|---|---|
| Experimental Group | Experimental | FL will be applied to the intervention group. In this model, short videos of the course will be delivered to students via WhatsApp one week in advance. At the beginning of the lesson, students' deficiencies will be corrected by making kahoot. Afterwards, group work, case scenario, role-play scenario and conceptual map methods will be applied in the course. Receives: Other: Experimental |
| Control Group | No intervention | The subject of the nursing process will be transferred to the control group with powerpoint presentations by the educator. The activities in the other group will be presented by the trainer as an example. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Critical Thinking Tendency Scale (CTTS)
In this study, the "Critical Thinking Tendency Scale (CTTS)" developed by Semerci (2016) was used. The Cronbach's alpha internal consistency coefficient of the CTTS scale was determined as 0.96. This scale consists of 49 items scaled as "I totally disagree (1)", I mostly disagree (2), I partially agree (3), I mostly agree (4), I totally agree (5)". The CTTS total score ranges from 49 to 245. It was stated that the students who scored high on the scale had a high tendency to think critically. (Semerci 2016).
Measured: 5 weeks
Secondary outcomes (1)
Problem Solving Inventory (PSI)
The Problem Solving Inventory used in the research is one of the tools that measures the individual's own perception of problem solving skills. The Cronbach's alpha internal consistency coefficient of the PSI scale was determined as 0.88. The Turkish adaptation of the scale developed by Heppner and Petersen in 1982 was carried out by Şahin, Şahin and Heppner (1993). A high total score from the scale indicates that individuals perceive themselves as inadequate in problem solving, while a low total score indicates that individuals perceive themselves as sufficient in problem solving skills
Measured: 5 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted13 Jul 2022
- Study start2 Feb 2020
- Primary completion31 Dec 2021
- Study completion21 Feb 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (5)Papers the sponsor has linked to this study.
- Other trials for Nursing CariesStudies of the same condition, open and under way.
- More trials run by Sakarya UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This research was planned to examine the effect of flipped learning on students' problem solving and critical thinking skills in nursing process teaching and their views on this model. In the quantitative part of this research, pretest-posttest randomized controlled experimental design, and in the qualitative part case study and phenomenological design will be used. Intervention and control groups will be determined by stratified randomization in line with the pre-test. In the quantitative design, flipped learning will be applied to the intervention group, while the traditional method will be applied to the control group. A focus group discussion will be held with the intervention group after the post-tests are administered.
- Masking
- None (open label)
- Enrolment
- 46 participants (actual)
Sponsor and investigators
- Lead sponsor
- Sakarya University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, nesibeyagmur, Sakarya University
- Investigators
- Sakarya University, Principal investigator, Sakarya University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05455255
- Sponsor's protocol ID
- 20/01/2020-E.889
- Status last verified
- Jul 2022
- First submitted
- 29 Jun 2022
- Last updated
- 13 Jul 2022
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Choi H, Kim J, Bang KS, Park YH, Lee NJ, Kim C. Applying the Flipped Learning Model to an English-Medium Nursing Course. J Korean Acad Nurs. 2015 Dec;45(6):939-48. doi: 10.4040/jkan.2015.45.6.939.
PubMed 26805506Oh J, Kim SJ, Kim S, Kang KA, Kan J, Bartlett R. Development and evaluation of flipped learning using film clips within a nursing informatics course. Jpn J Nurs Sci. 2019 Oct;16(4):385-395. doi: 10.1111/jjns.12245. Epub 2018 Dec 19.
PubMed 30569630Kim Y, Kim N, Chae M. Effects of flipped learning on nursing students: A mixed methods study. Jpn J Nurs Sci. 2021 May 17:e12425. doi: 10.1111/jjns.12425. Online ahead of print.
PubMed 34002486Wassinger CA, Owens B, Boynewicz K, Williams DA. Flipped classroom versus traditional teaching methods within musculoskeletal physical therapy: a case report. Physiother Theory Pract. 2022 Nov;38(13):3169-3179. doi: 10.1080/09593985.2021.1941457. Epub 2021 Jun 28.
PubMed 34180751Njie-Carr VP, Ludeman E, Lee MC, Dordunoo D, Trocky NM, Jenkins LS. An Integrative Review of Flipped Classroom Teaching Models in Nursing Education. J Prof Nurs. 2017 Mar-Apr;33(2):133-144. doi: 10.1016/j.profnurs.2016.07.001. Epub 2016 Jul 22.
PubMed 28363388
Study at a glance
From the registry record, last updated by the sponsor on 13 Jul 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Application of the Web Program Based on the Flipped Model in Nursıng Process Teaching and Evaluation of Its Reflect to the Clinic
- ClinicalTrials.gov ID
- NCT05455255
- Acronym / sponsor ID
- 20/01/2020-E.889
- Conditions
- Nursing Caries, Educational Problems
- Keywords
- Flipped Model, Nursing Process, Problem solving, Critical thinking
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 46 participants (actual)
- Lead sponsor
- Sakarya UniversityUniversity, hospital or other
- Study start
- 2 Feb 2020 (actual)
- Primary completion
- 31 Dec 2021 (actual)
- Study completion
- 21 Feb 2022 (actual)
- First posted
- 13 Jul 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Teaching the nursing process that nursing students will use throughout their professional career is very important. In this direction, considering the Z generation, innovative and technology-based teaching methods should be used. Since the subject of the nursing process is the building block of nursing, its teaching should also be effective. The use of innovative and technology-based education methods that will increase the active participation of the students in the teaching of the nursing process, reinforce the learning, and encourage them to use problem-solving and critical thinking skills has been very important in recent years. For this reason, this research was planned to examine the effect of flipped learning(FL) on students' problem solving and critical thinking skills and their views on this model in nursing process teaching. In this study, it will be carried out with mixed method. In the quantitative part of the research, pre-test-post-test, experimental design with randomized control group will be used, and in the qualitative part, case study and phenomenological design will be used.
Detailed description
Ethics committee approval was obtained from the Sakarya University Faculty of Medicine.In this study, it will be carried out with mixed method.
In the quantitative part of this research, pre-test-post-test, experimental design with randomized control group will be used, and in the qualitative part, case study and phenomenological design will be applied. Considering the losses as a result of the G-power analysis, the sample of the research was planned to consist of 23 students in the intervention group and 23 students in the control group. A stratified randomization process will be carried out by applying the pre-test data to the students who meet the inclusion criteria of the study.
In this study, FL will be applied to the intervention group for 5 weeks, while the traditional method will be applied to the control group for 5 weeks.
In the quantitative dimension of the research, critical thinking disposition scale and problem solving inventory will be used. A semi-structured interview form will be used in the qualitative aspect of the research.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This research was planned to examine the effect of flipped learning on students' problem solving and critical thinking skills in nursing process teaching and their views on this model. In the quantitative part of this research, pretest-posttest randomized controlled experimental design, and in the qualitative part case study and phenomenological design will be used. Intervention and control groups will be determined by stratified randomization in line with the pre-test. In the quantitative design, flipped learning will be applied to the intervention group, while the traditional method will be applied to the control group. A focus group discussion will be held with the intervention group after the post-tests are administered.
| Arm | Type | Receives |
|---|---|---|
| Experimental Group | Experimental | Other: ExperimentalFL will be applied to the intervention group. In this model, short videos of the course will be delivered to students via WhatsApp one week in advance. At the beginning of the lesson, students' deficiencies will be corrected by making kahoot. Afterwards, group work, case scenario, role-play scenario and conceptual map methods will be applied in the course. |
| Control Group | No intervention | –The subject of the nursing process will be transferred to the control group with powerpoint presentations by the educator. The activities in the other group will be presented by the trainer as an example. |
Who may qualify
- Ages
- 18 to 24 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (3 listed)
- Not having seen the subject of the nursing process before
- Adequate internet access
- Being willing to participate in the study.
Key exclusion criteria (1 listed)
- Not willing to participate in the study
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| ExperimentalFL was applied by Jonathan Bergmann and Aaron Sams in 2007 for high school students who had to be absent from chemistry class. Bergmann and Sams published all the learning activities they used during the lesson as videos. Bergmann and Sams (2012) stated that in this model, which they developed over time, it is not compulsory for the trainer to explain the entire course content in the videos, and the important thing is to allocate time to active learning methods during the course. In the FL model, the summary of the course content is presented to the individuals outside the classroom with tools such as video and power point presentations. In the lesson, activities are carried out for the active participation of the student. The student performs the course content outside of the classroom, and the homework and learning the course in the classroom. | Other | Experimental Group |
Primary outcome
Critical Thinking Tendency Scale (CTTS)
Time frame: 5 weeks
In this study, the "Critical Thinking Tendency Scale (CTTS)" developed by Semerci (2016) was used. The Cronbach's alpha internal consistency coefficient of the CTTS scale was determined as 0.96. This scale consists of 49 items scaled as "I totally disagree (1)", I mostly disagree (2), I partially agree (3), I mostly agree (4), I totally agree (5)". The CTTS total score ranges from 49 to 245. It was stated that the students who scored high on the scale had a high tendency to think critically. (Semerci 2016).
1 secondary outcome
Problem Solving Inventory (PSI)
Time frame: 5 weeks
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 13 Jul 2022.
- Results publication: PubMed 26805506Choi H, Kim J, Bang KS, Park YH, Lee NJ, Kim C. Applying the Flipped Learning Model to an English-Medium Nursing Course. J Korean Acad Nurs. 2015 Dec;45(6):939-48. doi: 10.4040/jkan.2015.45.6.939.
- Results publication: PubMed 30569630Oh J, Kim SJ, Kim S, Kang KA, Kan J, Bartlett R. Development and evaluation of flipped learning using film clips within a nursing informatics course. Jpn J Nurs Sci. 2019 Oct;16(4):385-395. doi: 10.1111/jjns.12245. Epub 2018 Dec 19.
- Results publication: PubMed 34002486Kim Y, Kim N, Chae M. Effects of flipped learning on nursing students: A mixed methods study. Jpn J Nurs Sci. 2021 May 17:e12425. doi: 10.1111/jjns.12425. Online ahead of print.
- Results publication: PubMed 34180751Wassinger CA, Owens B, Boynewicz K, Williams DA. Flipped classroom versus traditional teaching methods within musculoskeletal physical therapy: a case report. Physiother Theory Pract. 2022 Nov;38(13):3169-3179. doi: 10.1080/09593985.2021.1941457. Epub 2021 Jun 28.
- Results publication: PubMed 28363388Njie-Carr VP, Ludeman E, Lee MC, Dordunoo D, Trocky NM, Jenkins LS. An Integrative Review of Flipped Classroom Teaching Models in Nursing Education. J Prof Nurs. 2017 Mar-Apr;33(2):133-144. doi: 10.1016/j.profnurs.2016.07.001. Epub 2016 Jul 22.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Sakarya University principal investigator
Sakarya University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Experimental in people with Nursing Caries and Educational Problems, run by Sakarya University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 13 Jul 2022. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Critical Thinking Tendency Scale (CTTS) (time frame: 5 weeks). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05455255, which also lists 5 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 13 Jul 2022.