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NCT Number: NCT06827925

Telemedicine Wounds

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.

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Key information

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Asia University

Taichung, Taiwan, 413305

Who can participate

Healthy volunteers accepted: No

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

Inclusion criteria

  • Home care worker
  • Those who have access to a smartphone and the Internet
  • After the purpose of the study was explained, they agreed to participate in the study and signed the consent form.

Exclusion criteria

  • Business managers or administrative managers who do not actually provide frontline care at the patient's home.

Treatment and study plan

Distance Digital Learning

Other

receiving Distance Digital Learning of Flipped Education

Primary outcomes

  1. Pressure injury staging interpretation test

    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.

Secondary outcomes

  1. Satisfaction with teaching mode

    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.

  2. Cognitive load of learning

    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.

Study contacts

Contact information is provided by the study sponsor or research team.

Chao Wen-Yi Chao, PhD

CONTACT

[email protected]

+886 932934340

Sponsors and collaborators

Lead sponsor

Asia University

Other

Collaborators

  • Hualien Tzu Chi General Hospital

Registry information

Official study title

Exploring the Effectiveness of Flipped Education in Distance Digital Learning for Long-term Care Nurses on Pressure Injury Staging Interpretation

Acronym: Staging

Important dates

Study start
2025
Primary completion
2025
Study completion
2025
First posted
Feb 14, 2025
Registry last updated
Feb 14, 2025

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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