NCT06928831

The Effect of Teaching Methods on Urinary Catheterization

The Effect of Flipped Learning and Mobile Teaching Methods on Urinary Catheterization Application Knowledge, Skills and Self-Efficient Level of Nursing Students:Randomized Controlled Trial

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 92 (actual)
• Sponsor: Inonu University · Academic / Other
• Sex: All
• Age: 18 Years
• Healthy volunteers: Accepted

Summary

Aim: This study was conducted to evaluate the effect of flipped learning and mobile learning methods on nursing students' urinary catheterization application knowledge, skills and self-efficacy level. Material and Method: The study was conducted as a pretest-posttest randomized controlled experimental research model. It was conducted between June 2023 and April 2025 at Inonu University Faculty of Nursing. The population of the study consisted of all first-year students studying in the department of nursing. The sample consisted of 92 students (Group flipped learning: 30, Group mobile application: 32 and Group control: 30) determined by power analysis. "Individual introduction form", 'Urinary system applications skill evaluation form', 'Knowledge test for urinary system applications' and 'Student self-efficacy scale' were used to collect the data. During the research process, students in the experimental groups were taught with flipped learning and mobile learning methods for two weeks. Students in the control group continued the routine theoretical and practical process.

Detailed description

The Flipped Learning method combines online (prior knowledge acquisition) and face-to-face (learning practices) techniques to offer a learning environment in which the educator takes on a guiding role and the learners are actively engaged in learning experiences. Mobile learning method, on the other hand, provides individualised learning opportunities, enabling students to access educational materials anytime and anywhere and to gain self-managed learning skills. Since this method provides individualised learning opportunities and increases educator-learner interaction, its use in education is becoming increasingly widespread. In this study, both methods were evaluated together and their effects on the development of nursing students' competencies for urinary system practices were evaluated. Translated with DeepL.com (free version)

Conditions

• Nursing Students

Interventions

Type	Name	Description
OTHER	Experimental	Course materials were shared with the students in the flipped group one week before the theoretical lesson. Google Classroom platform was used so that students could easily access these materials and repeat them at any time and frequency they wanted. A link and QR code were shared with the students to log in to the system. The frequency of downloading and watching the course materials was monitored by the researcher. Next week, the theoretical course was taught in line with the flipped learning model.
OTHER	Experimental	The link to the mobile application developed for mobile learning was shared with the students in this group. Students were given 2 weeks to use the application, and students had the opportunity to read and watch the content in the application at any time and frequency they wanted.

Timeline

• Start date: 2023-06-01
• Primary completion: 2023-06-30
• Completion: 2025-04-01
• First posted: 2025-04-15
• Last updated: 2025-04-24

Locations

1 site across 1 country: Turkey (Türkiye)