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

This study aims to examine the effects of cancer screening training, conducted using a ChatGPT-based flipped learning model, on knowledge, learning motivation, and class participation.

Study Overview

• Status: Enrolling by invitation
• Conditions: Education; Nursing Students; Flipped Education Model
• Intervention / Treatment: Other: ChatGPT-Based Flıpped Learning Model; Other: Traditional Flıpped Learning Model

Detailed Description

Methods: A randomized controlled trial was conducted with 46 intervention and 46 control groups. In the study, a training program based on traditional flipped learning and a ChatGPT-based flipped learning model for cancer screenings is applied. Data will be collected using the Knowledge Form, Cancer Screening Knowledge Scale, Higher Education Learning Motivation Scale, and Class Participation Scale.

• Study Type: Interventional
• Enrollment (Estimated): 60
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Suleymanpasa
    • Tekirdağ, Suleymanpasa, Turkey (Türkiye), 59030
      • Tekirdag Namık Kemal University

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult
• Accepts Healthy Volunteers: Yes

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

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Intervention group- ChatGPT Flipped Learning; ChatGPT-Based Flıpped Learnıng Model	Other: ChatGPT-Based Flıpped Learning Model; Training group based on ChatGPT-based flipped learning model
Placebo Comparator: Control Group- Traditioanl Flipped Learning; Traditional Flıpped Learnıng Model	Other: Traditional Flıpped Learning Model; Training group based on traditional flipped learning model

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Cancer Screening Knowledge Scale	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

Outcome Measure	Measure Description	Time Frame
Learning Motivation Scale in Higher Education	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

Outcome Measure	Measure Description	Time Frame
Classroom Engagement Scale	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: Namik Kemal University
• Investigators: Principal Investigator: DİLEK ERDEN, Namik Kemal University

Study record dates

Study Major Dates

• Study Start (Actual): December 1, 2025
• Primary Completion (Estimated): January 30, 2026
• Study Completion (Estimated): February 15, 2026

Study Registration Dates

• First Submitted: December 22, 2025
• First Submitted That Met QC Criteria: January 16, 2026
• First Posted (Actual): January 20, 2026

Study Record Updates

• Last Update Posted (Actual): January 20, 2026
• Last Update Submitted That Met QC Criteria: January 16, 2026
• Last Verified: January 1, 2026

More Information

Terms related to this study

• Keywords: ChatGPT; flipped learning; learning motivation; classroom engagement
• Other Study ID Numbers: DERDEN-4

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: I can share it with researchers who request it for reasonable reasons.

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No