Flipped Learning in Nursing Education
THE IMPACT OF CANCER SCREENING TRAINING, CONDUCTED USING A CHATGPT-SUPPORTED FLIPPED LEARNING MODEL, ON NURSING STUDENTS' ACADEMIC KNOWLEDGE, LEARNING MOTIVATION, AND CLASSROOM ENGAGEMENT
Study Overview
Status
Status
Conditions
Conditions
Intervention / Treatment
Intervention / Treatment
Detailed Description
Study Type
Study Type
Enrollment (Estimated)
Enrollment
Phase
Phase
- Not Applicable
Contacts and Locations
Study Locations
-
-
Suleymanpasa
-
Tekirdağ, Suleymanpasa, Turkey (Türkiye), 59030
- Tekirdağ Namık Kemal University
-
-
Participation Criteria
Eligibility Criteria
Eligibility Criteria
Ages Eligible for Study
- Adult
Accepts Healthy Volunteers
Description
Inclusion Criteria:
- Students who have taken courses in fundamentals of nursing, internal medicine nursing, physiology, pathology, and computer science, but have not taken a course in oncology nursing,
- Third-year students,
- Those who have voluntarily agreed to participate in the study.
Exclusion Criteria:
- Students who were not third-year students,
- Those who had not taken one of the following courses: fundamentals of nursing, internal medicine nursing, physiology, pathology, computer science, oncology nursing,
- Those who did not volunteer to participate in the research were excluded from the study.
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Other
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: Double
Number of Arms
Arms and Interventions
Participant Group / ArmParticipant Group / Arm |
Intervention / TreatmentIntervention / Treatment |
|---|---|
|
Experimental: Intervention group- ChatGPT Flipped Learning
ChatGPT-Based Flıpped Learnıng Model
|
Training group based on ChatGPT-based flipped learning model
|
|
Placebo Comparator: Control Group- Traditioanl Flipped Learning
Traditional Flıpped Learnıng Model
|
Training group based on traditional flipped learning model
|
What is the study measuring?
Primary Outcome Measures
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Cancer Screening Knowledge Scale
Time Frame: 4 weeks
|
This scale consists of 25 items and 3 sub-dimensions.
The sub-dimensions are not specifically named.
The first sub-dimension contains 10 items (items 8, 17-23, 25, 28), the second sub-dimension contains 9 items (items 4, 5, 7, 10, 12, 13, 15, 16, 27), and the third sub-dimension contains 6 items (items 1-3, 9, 11, 24).
The scale is a three-point rating scale.
The scale is answered on a scale of 1 to 3, with "1: True, 2: False, 3: I don't know".
When calculating the scale score, "True" answers are worth 1 point, and "False" and "I don't know" answers are worth 0 points.
The lowest possible score on the scale is 0, and the highest is 25.
When calculating the scale score, the three items with negative connotations (Items 2, 11, 24) should be reverse-coded.
The order of the items on the scale is not important; researchers may use a mixed order.
There is no cutoff point for the scale score.
|
4 weeks
|
Secondary Outcome Measures
Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Learning Motivation Scale in Higher Education
Time Frame: 4 weeks
|
The scale consisting of 23 items on a 3-point Likert scale, participants are given scores of Disagree (1), Don't Know (2), and Agree (3) for each question in the Learning Motivation Scale in Higher Education.
The lowest possible score is 23 and the highest is 69.
In the reliability studies of the scale, the Cronbach alpha coefficient of the learning objectives sub-dimension was calculated as 0.83, the avoidance objectives sub-dimension as 0.87, and the approach objectives sub-dimension as 0.82.
|
4 weeks
|
Other Outcome Measures
Other Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Classroom Engagement Scale
Time Frame: 4 weeks
|
The scale consisting of 15 items and 3 sub-dimensions on a 5-point Likert scale, participants are given scores for each question on a scale of 1 (Not Appropriate at all), 2 (Not Appropriate), 3 (Somewhat Appropriate), 4 (Appropriate), and 5 (Completely Appropriate).
The scale includes sub-dimensions of Cognitive participation, Emotional participation, and Behavioral participation.
In reliability studies of the scale, the Alpha value was found to be 0.93.
|
4 weeks
|
Collaborators and Investigators
Sponsor
Sponsor
Investigators
Investigators
- Principal Investigator: DİLEK ERDEN, Namik Kemal University
Study record dates
Study Major Dates
Study Start (Actual)
Study Start
Primary Completion (Estimated)
Primary Completion
Study Completion (Estimated)
Study Completion
Study Registration Dates
First Submitted
First Submitted
First Submitted That Met QC Criteria
First Submitted That Met QC Criteria
First Posted (Actual)
First Posted
Study Record Updates
Last Update Posted (Actual)
Last Update Posted
Last Update Submitted That Met QC Criteria
Last Update Submitted That Met QC Criteria
Last Verified
Last Verified
More Information
Terms related to this study
Other Study ID Numbers
Other Study ID Numbers
- DERDEN-4
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
IPD Plan Description
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
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