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Completed

NCT Number: NCT05967559

Online Flipped Learning in Nursing Student

Cancer is one of the major health problems facing Turkey and the world. One of the methods used to treat cancer is chemotherapy. During this treatment period, some side effects may develop in patients. These developing symptoms can be managed with effective nursing interventions, which in turn can increase the patient's quality of life. Managing these symptoms is among the responsibilities of the nurse. The nurses' ability to effectively manage the side effects of chemotherapy depends on gaining specific knowledge, attitudes, and skills during their vocational training and the development of problem-solving and critical thinking. The research was carried out to examine the effect of chemotherapy symptom management education based on the online flipped learning model on the achievement, critical thinking, and self-directed learning of nursing students.

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Key information

Conditions

Chemotherapy Effect

Age range

19 year–35 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Tekirdağ Namık Kemal University

Tekirdağ, 59400, Turkey (Türkiye)

About this study

Background: The online flipped learning method is an innovative learning approach that helps develop critical thinking and self-directed learning skills and increases students' interest in the course Aim: The research was carried out to examine the effect of chemotherapy symptom management education based on the online flipped learning model on the achievement, critical thinking, and self-directed learning of nursing students.

Methods: This research is a randomized controlled trial. The sample consisted of 68 students divided into experiment and control groups. The training program based on traditional learning was applied to the control group, online flipped learning was applied to the experiment group, and each group received training on chemotherapy symptom management for one hour per week for six weeks. The researchers evaluated the results by applying the Chemotherapy Symptom Management Knowledge Test (CSMKT), the Marmara Critical Thinking Dispositions Scale (MCTDS), and the Self-Directed Learning Skills Scale (SDLSS) to the control and experiment groups before, right after the training, and one month after the training.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Second-year students who took the course basics of nursing, internal medicine nursing, physiology, pathology, and computer courses and were able to actively use the computer and voluntarily participated in the research were included.

Exclusion criteria

  • Students in other classes
  • Those who did not volunteer to participate in the study

Treatment and study plan

Online Flipped Learning Group

Other

The experimental group is the group that receives online flipped learning training.

Traditional learning group

Other

The control group is the group that received traditional learning training.

Primary outcomes

  1. Chemotherapy Symptom Management Knowledge Test (CSMKT)

    Time frame: 1 month

    The Chemotherapy Symptom Management Knowledge Test (CSMKT) was developed by the researchers to evaluate the impact of chemotherapy symptom management training based on the online flipped learning model. The measurement tool was presented to the expert opinion. Necessary corrections were made in accordance with the views of the experts and validity and reliability analyzes were carried. The test consists of 25 questions with a total of five options.The minimum score that can be attainable from the scale is 0, and the maximum score is 100. As the total score increases, the academic success of the student increases.

Secondary outcomes

  1. Marmara Critical Thinking Dispositions Scale (MCTDS)

    Time frame: 1 month

    The MCTDS was developed by Özgenel and Çetin (2018). The scale includes 28 items and six subdimensions: reasoning (six items), reaching judgment (six items), searching for evidence (four items), searching for the truth (four items), open-mindedness (four items), and systematicity (four items). It is a five-point Likert-type scale (5 = Always, 1 = Never). There are no reverse-scored items in the scale. The minimum score that can be attainable from the scale is 28, and the maximum score is 140. The Cronbach's alpha internal consistency coefficient of the scale was determined as α = 0.91 As the total score increases, the student's critical thinking dispositions increases.

  2. Self-Directed Learning Skills Scale (SDLSS)

    Time frame: 1 month

    The SDLLS was developed by Aşkın Tekkol and Demirel (2018). The scale includes 21 items and four subdimensions: motivation (seven items), self-control (five items), self-monitoring (five items), and self-confidence (four items). It is a five-point Likert-type scale (1 = Always, 5 = Never). There are no reverse-scored items in the scale. While the minimum score of the scale is 21, the maximum score is 105. The overall reliability, the Cronbach's alpha internal consistency coefficient, was determined as α = 0.89. As the total score increases, the student's self-directed learning skills increases.

Sponsors and collaborators

Lead sponsor

Namik Kemal University

Other

Registry information

Official study title

Effect Of The Online Flipped Learning Model on Students' Achievement, Critical Thinking Dispositions, and Self-Directed Learning Skills

Important dates

Study start
2020
Primary completion
2021
Study completion
2022
First posted
Aug 1, 2023
Registry last updated
Aug 1, 2023

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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