Stoma ColostomyNCT06163885
The Effect of Flipped Classroom and Peer-Supported Education
A study testing Stoma care education with flipped classroom and Stoma care education with peer-supported education model in people with Stoma Colostomy and Self Efficacy, run by Istanbul University - Cerrahpasa at 1 site in Turkey (Türkiye).
Trial summary
In the randomized controlled study, the aim is to compare the effect of flipped classroom, peer-supported and traditional education on the knowledge and skills of nursing students in stoma care and on academic self-efficacy. The sample consisted of 106 nursing students who studied at the Nursing Faculty. Read more about this study
- Who is it for?
- Ages 18 to 40 yearsHealthy volunteers can take part
- Conditions the study is for
- Stoma Colostomy, Self Efficacy
- What is being tested?
- Stoma care education with flipped classroom and Stoma care education with peer-supported education model
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 106 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 2 Oct 2023to 21 Dec 2023
- 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 to 40 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- to be enrolled in the Surgical Diseases Nursing course (stoma care skills are included in this course)
- Not previously trained in stoma care
- Not working as a part-time/full-time nurse
Who cannot join
- Not willing to participate in the study
- Previously trained in stoma care
- Having previously cared for a stoma
- Working part-time/full-time as a nurse
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Florence Nightingale Faculty of Nursing
Istanbul, Şişli, 34381
About this study
Official title: The Effect of Flipped Classroom and Peer-Supported Education on Nursing Students' Stoma Care Skills and Academic Self-Efficacy:A Randomized Controlled Study
In the randomized controlled study, the aim is to compare the effect of flipped classroom, peer-supported and traditional education on the knowledge and skills of nursing students in stoma care and on academic self-efficacy.
The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The data will be analyzed using the number, percentage, average, standard deviation, minimum, maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.
Read the detailed description
In the randomized controlled study, the aim is to compare the effect of flipped classroom, peer-supported and traditional education on the knowledge and skills of nursing students in stoma care and on academic self-efficacy.
The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The data will be analyzed using the number, percentage, average, standard deviation, minimum, maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.
The hypotheses of the research; H1: Flipped classroom and peer-supported training groups, stoma care information scores are higher than in the control group.
H2: Flipped classroom and peer-supported training groups have higher stoma care skill scores than the control group.
H3: The academic self-efficacy score of flipped classroom and peer-supported training groups increases after the initiative.
H4: There is a difference stoma care skill score between flipped classroom and peer-supported training groups H5: There is a difference stoma care knowledge score between flipped classroom and peer-supported training groups
Flipped classroom, one of the learner-centered education models, consists of a combination of web-based education and traditional education. Web-based recordings can be synchronous and asynchronous. The learner accesses the instruction provided by the educator via the internet. After the basic learning gained in the internet environment, the educator obtains high-level cognitive learning through face-to-face discussion, analysis and synthesis in the classroom environment.
Peer -supported education; It is the educating and motivating of peers (peer learners) by peer educators (peer counselors) who have similar characteristics such as age, education level, profession and interests, through formal or informal educational activities. Peer- -supported education has many benefits for the learner, such as taking responsibility, gaining group/team work skills, supporting psychomotor skill development, and increasing academic success.
Academic self-efficacy (ASE) is the individual's self-confidence and belief that he or she can accomplish an academic task. Self-efficacy increases or decreases depending on the individual's previous experiences of success, the experiences of others, and the verbal support he receives from others. In addition, the individual's physical and emotional state and stress level affect his sense of self-efficacy.
- Conditions
- Stoma Colostomy, Self Efficacy
- Being tested
- Stoma care education with flipped classroom, Stoma care education with peer-supported education model
- Keywords
- flipped classroom, stoma care, peer-supported learning, academic self-efficacy
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Stoma care education with flipped classroomOther
Flipped classroom model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models.
Stoma care education with peer-supported education modelOther
Peer-supported education model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models.
| Study group | Role | What they receive |
|---|---|---|
| peer-supported training group | Experimental | Peer-supported training groups consist of 36 people. Participants in this group will receive a four-hour stoma care skill training from their peers. The group's knowledge and skills in stoma care were evaluated by two independent observers Receives: Other: Stoma care education with peer-supported education model |
| flipped classroom training group | Experimental | flipped classroom training groups consist of 35 people. Participants in this group will receive a four-hour stoma care skill training from their educator. The group's knowledge and skills in stoma care were evaluated by two independent observers Receives: Other: Stoma care education with flipped classroom |
| Control group | No intervention | Control training groups consist of 35 people. Participants in this group will receive a four-hour stoma care skill training from their educator. The group's knowledge and skills in stoma care were evaluated by two independent observers |
What is being measured
The primary outcome is the main question the study is designed to answer.
Academic self-efficacy
Academic self-efficacy scores of the experimental groups change after the intervention
Measured: total 12 weeks
Secondary outcomes (1)
Stoma Care Skill Score
There is a difference between the experimental groups and the control group in terms of Stoma Care Skill Score
Measured: total 12 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted11 Dec 2023
- Study start2 Oct 2023
- Primary completion22 Nov 2023
- Study completion21 Dec 2023 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Stoma ColostomyStudies of the same condition, open and under way.
- More trials run by Istanbul University - CerrahpasaThe 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 106 participants (actual)
Sponsor and investigators
- Lead sponsor
- Istanbul University - Cerrahpasa
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Olga Incesu, Istanbul University - Cerrahpasa
- Investigators
- Olga İncesu, Dr, Principal investigator, Istanbul University-Cerrahpaşa Florence Nightingale Faculty of Nursing
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06163885
- Sponsor's protocol ID
- 19785
- Status last verified
- Dec 2023
- First submitted
- 23 Nov 2023
- Last updated
- 11 Dec 2023
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 11 Dec 2023. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Flipped Classroom and Peer-Supported Education on Nursing Students' Stoma Care Skills and Academic Self-Efficacy:A Randomized Controlled Study
- ClinicalTrials.gov ID
- NCT06163885
- Acronym / sponsor ID
- 19785
- Conditions
- Stoma Colostomy, Self Efficacy
- Keywords
- flipped classroom, stoma care, peer-supported learning, academic self-efficacy
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 106 participants (actual)
- Lead sponsor
- Istanbul University - CerrahpasaUniversity, hospital or other
- Study start
- 2 Oct 2023 (actual)
- Primary completion
- 22 Nov 2023 (actual)
- Study completion
- 21 Dec 2023 (estimated)
- First posted
- 11 Dec 2023 (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.
In the randomized controlled study, the aim is to compare the effect of flipped classroom, peer-supported and traditional education on the knowledge and skills of nursing students in stoma care and on academic self-efficacy.
The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The data will be analyzed using the number, percentage, average, standard deviation, minimum, maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.
Detailed description
In the randomized controlled study, the aim is to compare the effect of flipped classroom, peer-supported and traditional education on the knowledge and skills of nursing students in stoma care and on academic self-efficacy.
The sample consisted of 106 nursing students who studied at the Nursing Faculty. The data was collected using the Personal Information Form, the Stoma Care Skill Rubric, Stoma care information form, and the Academic Self-Efficacy Scale in Nursing Undergraduate Students The data will be analyzed using the number, percentage, average, standard deviation, minimum, maximum, median, skewness and kurtosis, Mann-Whitney U Test, Spearman Rho Correlation Test.
The hypotheses of the research; H1: Flipped classroom and peer-supported training groups, stoma care information scores are higher than in the control group.
H2: Flipped classroom and peer-supported training groups have higher stoma care skill scores than the control group.
H3: The academic self-efficacy score of flipped classroom and peer-supported training groups increases after the initiative.
H4: There is a difference stoma care skill score between flipped classroom and peer-supported training groups H5: There is a difference stoma care knowledge score between flipped classroom and peer-supported training groups
Flipped classroom, one of the learner-centered education models, consists of a combination of web-based education and traditional education. Web-based recordings can be synchronous and asynchronous. The learner accesses the instruction provided by the educator via the internet. After the basic learning gained in the internet environment, the educator obtains high-level cognitive learning through face-to-face discussion, analysis and synthesis in the classroom environment.
Peer -supported education; It is the educating and motivating of peers (peer learners) by peer educators (peer counselors) who have similar characteristics such as age, education level, profession and interests, through formal or informal educational activities. Peer- -supported education has many benefits for the learner, such as taking responsibility, gaining group/team work skills, supporting psychomotor skill development, and increasing academic success.
Academic self-efficacy (ASE) is the individual's self-confidence and belief that he or she can accomplish an academic task. Self-efficacy increases or decreases depending on the individual's previous experiences of success, the experiences of others, and the verbal support he receives from others. In addition, the individual's physical and emotional state and stress level affect his sense of self-efficacy.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| peer-supported training group | Experimental | Other: Stoma care education with peer-supported education modelPeer-supported training groups consist of 36 people. Participants in this group will receive a four-hour stoma care skill training from their peers. The group's knowledge and skills in stoma care were evaluated by two independent observers |
| flipped classroom training group | Experimental | Other: Stoma care education with flipped classroomflipped classroom training groups consist of 35 people. Participants in this group will receive a four-hour stoma care skill training from their educator. The group's knowledge and skills in stoma care were evaluated by two independent observers |
| Control group | No intervention | –Control training groups consist of 35 people. Participants in this group will receive a four-hour stoma care skill training from their educator. The group's knowledge and skills in stoma care were evaluated by two independent observers |
Who may qualify
- Ages
- 18 to 40 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (3 listed)
- to be enrolled in the Surgical Diseases Nursing course (stoma care skills are included in this course)
- Not previously trained in stoma care
- Not working as a part-time/full-time nurse
Key exclusion criteria (4 listed)
- Not willing to participate in the study
- Previously trained in stoma care
- Having previously cared for a stoma
- Working part-time/full-time as a nurse
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 |
|---|---|---|
| Stoma care education with flipped classroomFlipped classroom model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models. | Other | flipped classroom training group |
| Stoma care education with peer-supported education modelPeer-supported education model will use for stoma care education.These training models will explore which of them will be most useful for participants in the acquisition of stoma care skills and knowledge. It will also monitor whether there is any change in the level of academic self-efficacy of nursing students who follow these educational models. | Other | peer-supported training group |
Primary outcome
Academic self-efficacy
Time frame: total 12 weeks
Academic self-efficacy scores of the experimental groups change after the intervention
1 secondary outcome
Stoma Care Skill Score
Time frame: total 12 weeks
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 11 Dec 2023.
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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.
Olga İncesu, Dr principal investigator
Istanbul University-Cerrahpaşa Florence Nightingale Faculty of Nursing
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Stoma care education with flipped classroom and Stoma care education with peer-supported education model in people with Stoma Colostomy and Self Efficacy, run by Istanbul University - Cerrahpasa 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 3 inclusion and 4 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: status not confirmed, as of the sponsor's last update on 11 Dec 2023. 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?
Results are not available in the source record.
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?
Academic self-efficacy (time frame: total 12 weeks). 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 11 Dec 2023.