The Application of the Flipped Model in the Nursing Process and Evaluation of Its Reflection in the Clinic
2022년 7월 7일 업데이트: nesibeyagmur, Sakarya University
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.
연구 개요
상세 설명
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.
연구 유형
중재적
등록 (실제)
46
단계
- 해당 없음
연락처 및 위치
이 섹션에서는 연구를 수행하는 사람들의 연락처 정보와 이 연구가 수행되는 장소에 대한 정보를 제공합니다.
연구 장소
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Serdivan
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Sakarya, Serdivan, 칠면조, 54150
- Nasibe Yağmur Ziyai
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참여기준
연구원은 적격성 기준이라는 특정 설명에 맞는 사람을 찾습니다. 이러한 기준의 몇 가지 예는 개인의 일반적인 건강 상태 또는 이전 치료입니다.
자격 기준
공부할 수 있는 나이
18년 (성인)
건강한 자원 봉사자를 받아들입니다
예
연구 대상 성별
모두
설명
Inclusion Criteria:
Not having seen the subject of the nursing process before
- Adequate internet access
- Being willing to participate in the study.
Exclusion Criteria:
- Not willing to participate in the study
공부 계획
이 섹션에서는 연구 설계 방법과 연구가 측정하는 내용을 포함하여 연구 계획에 대한 세부 정보를 제공합니다.
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 다른
- 할당: 무작위
- 중재 모델: 병렬 할당
- 마스킹: 없음(오픈 라벨)
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
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실험적: Experimental Group
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.
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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.
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간섭 없음: Control Group
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.
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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Critical Thinking Tendency Scale (CTTS)
기간: 5 weeks
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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).
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5 weeks
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2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Problem Solving Inventory (PSI)
기간: 5 weeks
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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
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5 weeks
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기타 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Focus group semi-structured interview form -qualitative part
기간: immediately after the intervention
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Semi-structured focus group interview forms were used in the qualitative part of this study, which was conducted with a mixed research design.
Focus group interview forms contain open-ended questions and allow new questions to be added when there is a need to deepen on a topic during the interview.
Interview questions were prepared by the researcher as a result of the literature review.
Afterwards, opinions were taken by two different experts, and necessary adjustments were made in the focus group interview form in line with these opinions.
The final version of the interview form consists of six open-ended questions.
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immediately after the intervention
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공동 작업자 및 조사자
여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.
수사관
- 수석 연구원: Sakarya University, Sakarya University
간행물 및 유용한 링크
연구에 대한 정보 입력을 담당하는 사람이 자발적으로 이러한 간행물을 제공합니다. 이것은 연구와 관련된 모든 것에 관한 것일 수 있습니다.
일반 간행물
- 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.
- Oh 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.
- Kim 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.
- Wassinger 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.
- Njie-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.
연구 기록 날짜
이 날짜는 ClinicalTrials.gov에 대한 연구 기록 및 요약 결과 제출의 진행 상황을 추적합니다. 연구 기록 및 보고된 결과는 공개 웹사이트에 게시되기 전에 특정 품질 관리 기준을 충족하는지 확인하기 위해 국립 의학 도서관(NLM)에서 검토합니다.
연구 주요 날짜
연구 시작 (실제)
2020년 2월 2일
기본 완료 (실제)
2021년 12월 31일
연구 완료 (실제)
2022년 2월 21일
연구 등록 날짜
최초 제출
2022년 6월 29일
QC 기준을 충족하는 최초 제출
2022년 7월 7일
처음 게시됨 (실제)
2022년 7월 13일
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
2022년 7월 13일
QC 기준을 충족하는 마지막 업데이트 제출
2022년 7월 7일
마지막으로 확인됨
2022년 7월 1일
추가 정보
이 정보는 변경 없이 clinicaltrials.gov 웹사이트에서 직접 가져온 것입니다. 귀하의 연구 세부 정보를 변경, 제거 또는 업데이트하도록 요청하는 경우 register@clinicaltrials.gov. 문의하십시오. 변경 사항이 clinicaltrials.gov에 구현되는 즉시 저희 웹사이트에도 자동으로 업데이트됩니다. .
간호우식증에 대한 임상 시험
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Centre Hospitalier Universitaire Dijon완전한
Experimental에 대한 임상 시험
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Universidade Federal do Para완전한
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University of Kansas Medical CenterNational Institute of General Medical Sciences (NIGMS)아직 모집하지 않음고혈압(& [본태성 고혈압])
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IRCCS Sacro Cuore Don Calabria di Negrar모병