Flipped Classroom Model in TeachingNCT05402215
The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills
A study testing The flipped classroom model was used to teach students' clinical practice skills. in people with Flipped Classroom Model in Teaching, run by TC Erciyes University at 1 site in Turkey (Türkiye).
Trial summary
This research is a randomized controlled experimental study planned to examine the effect of the flipped classroom model in teaching clinical practice skills. The research was carried out on first year students of the First and Emergency Aid Program at a state university in Turkey. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Flipped Classroom Model in Teaching
- What is being tested?
- The flipped classroom model was used to teach students' clinical practice skills.
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 42 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 25 Oct 2021to 6 May 2022
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- Over 18 years old
Who cannot join
- who refused to participate in the study
Trial locations and contacts
1 site in 1 country.
About this study
This research is a randomized controlled experimental study planned to examine the effect of the flipped classroom model in teaching clinical practice skills. The research was carried out on first year students of the First and Emergency Aid Program at a state university in Turkey. The data were collected for one year, in the fall and spring terms. The universe of the research consisted of 46 students enrolled in the 2021-2022 Academic Year First and Emergency Aid Program and studying in the first year. In the study, stratified randomization method was used since it was thought that random selection could affect the study statistically in assigning students to groups. The data of the study were collected using the "Descriptive Characteristics Information Form", which includes the introductory information of the students, and the "Check List", which includes the clinical practice skill steps. While the flipped classroom model was used in teaching clinical practice skills of students in the experimental group, standard lectures were used in the control group.
- Conditions
- Flipped Classroom Model in Teaching
- Being tested
- The flipped classroom model was used to teach students' clinical practice skills., control group
- Keywords
- Flipped classroom model, Clinical Practice Skills, Nursing
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
The flipped classroom model was used to teach students' clinical practice skills.Behavioural
Videos for clinical applications have been prepared by researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled.
control groupBehavioural
To the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher.
| Study group | Role | What they receive |
|---|---|---|
| experimental group | Experimental | The flipped classroom model was used in teaching the clinical practice skills of the students in the experimental group. First of all, videos for clinical applications were prepared by the researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled. Receives: Behavioral: The flipped classroom model was used to teach students' clinical practice skills. |
| control group | Active comparator | To the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher. While the students were doing the applications, one of the researchers observed the application and marked only the skill level in the checklists ("applied", "incompletely applied" and "did not apply") without making any comments or directions. Receives: Behavioral: control group |
What is being measured
The primary outcome is the main question the study is designed to answer.
Control List
The checklists were created by the researchers using the clinical practice guidelines on nursing principles (Dikmen \& Akın Korhan, 2016; Taşçı, et al., 2018) and the opinions of three experts in the field of nursing principles were obtained. In the study, intravenous catheterization (28 application steps), intravenous blood collection (24 application steps), blood pressure measurement from the brachial artery (24 application steps), intramuscular injection into the ventrogluteal region (34 application steps) and female urinary catheterization (39 application steps) applications were examined. 5 checklists containing skill steps were used. In the checklists, each application step was arranged as a three-point Likert scale as "applied" (2 points), "applied incompletely" (1 point), and "did not apply" (0 points). The lowest score in the checklists is 0, and the highest score differs according to the number of skill steps in clinical applications.
Measured: immediately after application
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted2 Jun 2022
- Study start25 Oct 2021
- Primary completion6 May 2022
- Study completion6 May 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Flipped Classroom Model in TeachingStudies of the same condition, open and under way.
- More trials run by TC Erciyes UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Factorial
- Model description
- stratified randomization method
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 42 participants (actual)
Sponsor and investigators
- Lead sponsor
- TC Erciyes University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Ali Kaplan, TC Erciyes University
- Investigators
- Ali KAPLAN, Dr., Principal investigator, Kayseri University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05402215
- Sponsor's protocol ID
- TC Kayseri University
- Status last verified
- Jun 2022
- First submitted
- 30 May 2022
- Last updated
- 7 Jun 2022
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 7 Jun 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills
- ClinicalTrials.gov ID
- NCT05402215
- Acronym / sponsor ID
- TC Kayseri University
- Conditions
- Flipped Classroom Model in Teaching
- Keywords
- Flipped classroom model, Clinical Practice Skills, Nursing
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 42 participants (actual)
- Lead sponsor
- TC Erciyes UniversityUniversity, hospital or other
- Study start
- 25 Oct 2021 (actual)
- Primary completion
- 6 May 2022 (actual)
- Study completion
- 6 May 2022 (actual)
- First posted
- 2 Jun 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This research is a randomized controlled experimental study planned to examine the effect of the flipped classroom model in teaching clinical practice skills. The research was carried out on first year students of the First and Emergency Aid Program at a state university in Turkey. The data were collected for one year, in the fall and spring terms. The universe of the research consisted of 46 students enrolled in the 2021-2022 Academic Year First and Emergency Aid Program and studying in the first year. In the study, stratified randomization method was used since it was thought that random selection could affect the study statistically in assigning students to groups. The data of the study were collected using the "Descriptive Characteristics Information Form", which includes the introductory information of the students, and the "Check List", which includes the clinical practice skill steps. While the flipped classroom model was used in teaching clinical practice skills of students in the experimental group, standard lectures were used in the control group.
Study design
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Factorial
- Masking
- Single blind (participant)
- Number of arms
- 2
- Model description
- stratified randomization method
| Arm | Type | Receives |
|---|---|---|
| experimental group | Experimental | Behavioral: The flipped classroom model was used to teach students' clinical practice skills.The flipped classroom model was used in teaching the clinical practice skills of the students in the experimental group. First of all, videos for clinical applications were prepared by the researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled. |
| control group | Active comparator | Behavioral: control groupTo the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher. While the students were doing the applications, one of the researchers observed the application and marked only the skill level in the checklists ("applied", "incompletely applied" and "did not apply") without making any comments or directions. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- Over 18 years old
Key exclusion criteria (1 listed)
- who refused to participate in the study
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| The flipped classroom model was used to teach students' clinical practice skills.Videos for clinical applications have been prepared by researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled. | Behavioural | experimental group |
| control groupTo the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher. | Behavioural | control group |
Primary outcome
Control List
Time frame: immediately after application
The checklists were created by the researchers using the clinical practice guidelines on nursing principles (Dikmen \& Akın Korhan, 2016; Taşçı, et al., 2018) and the opinions of three experts in the field of nursing principles were obtained. In the study, intravenous catheterization (28 application steps), intravenous blood collection (24 application steps), blood pressure measurement from the brachial artery (24 application steps), intramuscular injection into the ventrogluteal region (34 application steps) and female urinary catheterization (39 application steps) applications were examined. 5 checklists containing skill steps were used. In the checklists, each application step was arranged as a three-point Likert scale as "applied" (2 points), "applied incompletely" (1 point), and "did not apply" (0 points). The lowest score in the checklists is 0, and the highest score differs according to the number of skill steps in clinical applications.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 7 Jun 2022.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Ali KAPLAN, Dr. principal investigator
Kayseri University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing The flipped classroom model was used to teach students' clinical practice skills. in people with Flipped Classroom Model in Teaching, run by TC Erciyes University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 7 Jun 2022. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Control List (time frame: immediately after application). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 7 Jun 2022.