Asia University
Taichung, Taiwan, 413305
NCT Number: NCT06827925
This study aims to explore the effectiveness of the flipped education model applied to distance digital learning in enhancing the pressure injury staging interpretation skills of long-term care nursing staff. A quasi-experimental design was employed, dividing participants into a flipped education group and a conventional digital learning group. Pre- and post-intervention assessments were conducted to evaluate knowledge and skills, and differences in satisfaction and cognitive load were compared.
Trial opening soon.
Get Notified18 year and older
All sexes
Interventional
Not applicable
Taichung, Taiwan, 413305
Healthy volunteers accepted: No
Only the study team can determine whether someone qualifies for participation.
Inclusion criteria
Exclusion criteria
receiving Distance Digital Learning of Flipped Education
Time frame: One month before intervention, and one month after intervention
The scale consists of 21 questions and the assessment takes approximately 10 to 12 minutes. A correct answer will earn 1 point, and an incorrect answer will earn 0 points. The total score ranges from 0 to 21, and the calculation method is {(number of correct answers/21 questions)*100%} as the test score, rounded to the first decimal place. Higher scores represent better knowledge of the degree of crush injury interpretation.
Time frame: One month before intervention, and one month after intervention
It is a structured questionnaire with 10 questions in total, focusing on teaching objectives, teaching content design, multimedia design, and self-conscious learning outcomes. The ratings were given on a five-point Likert scale, ranging from 5 (very satisfied), 3 (no opinion), to 1 (very dissatisfied). The total score ranges from 10 to 50, with higher scores indicating greater satisfaction with the educational strategy for pressure injury care and management.
Time frame: One month before intervention, and one month after intervention
The cognitive load scale assesses the subjective feelings of the subjects during the learning process and can be divided into two subscales: external cognitive load and augmentative cognitive load. The questionnaire consists of 5 questions, using a five-point Likert scale ranging from "strongly agree" (1 point) to "strongly disagree" (5 points). Total scores range from 5 to 25, with higher extrinsic cognitive load scores indicating lower cognitive load and lower accretive cognitive load scores indicating higher accretive cognitive load.
Contact information is provided by the study sponsor or research team.
Asia University
Other
Exploring the Effectiveness of Flipped Education in Distance Digital Learning for Long-term Care Nurses on Pressure Injury Staging Interpretation
Acronym: Staging
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