Effect of Using Artificial Intelligence in the Flipped Classroom Method on Academic Engagement, Learning Outcomes, and Critical Thinking Disposition in Nursing Students of Fatemeh school of Nursing and Midwifery

Investigating the Effect of Using Artificial Intelligence in the Flipped Classroom Method on Academic Engagement, Learning Outcomes, and Critical Thinking Disposition in Nursing Students of Fatemeh school of Nursing and Midwifery

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20190727044347N9

Enrollment

Registered

2025-12-05

Start date

2025-12-06

Completion date

Unknown

Last updated

2025-12-08

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

None listed

Interventions

Intervention 1: Intervention group: the intervention will begin with the introduction and training of artificial intelligence tools, in a non-face-to-face manner and three weeks before the wound train

the educational topic of wounds and nursing care will be carried out using the flipped classroom method and with content creation by students. The list of educational content of wounds and modern dres

Eligibility

Sex/Gender

All

Age

18 Years to 30 Years

Inclusion criteria

Inclusion criteria: First-semester nursing student who has taken the Fundamentals of Nursing Skills course Willingness to participate in the study Age 18 to 30 years Access to a smartphone or laptop Access to the internet

Exclusion criteria

Exclusion criteria: Failure to cooperate in continuing to participate in the study or being absent from more than one session of training Incomplete completion of questionnaires by 20% of the main questions Previous history of taking the course History of taking wound and dressing courses based on self-report

Design outcomes

Primary

Measure	Time frame
Learning Outcomes. Timepoint: In both groups, in the first in-person session, the pre-test forms will be completed by the students in person, and in the fourth teaching session, which is the end of the intervention, the post-test forms will be completed by the students for the second time in person. Method of measurement: A researcher-made test will be used to measure student learning. This test will contain 15 four-choice questions. A correct answer to each question will be worth 1 point and an incorrect answer will be worth 0 points, which will be a total of 15 questions, 15 points. Face and content validity will be reviewed by 3 faculty members who are familiar with teaching this content, and CVI will be calculated, and the Koder-Richardson statistical test will be used to confirm reliability.;Academic Engagement. Timepoint: In both groups, in the first in-person session, the pre-test forms will be completed by the students in person, and in the fourth teaching session, which is the end of the intervention, the post-test forms will be completed by the students for the second time in person. Method of measurement: The Academic Engagement Questionnaire was designed and developed by Riv (2013) to measure academic engagement. This questionnaire has 17 questions and 4 dimensions, which are answered based on a seven-point Likert scale.;Critical Thinking Disposition. Timepoint: In both groups, in the first in-person session, the pre-test forms will be completed by the students in person, and in the fourth teaching session, which is the end of the intervention, the post-test forms will be completed by the students for the second time in person. Method of measurement: To examine students' tendency to think critically, the Critical Thinking disposition Questionnaire, designed by Ricketts in the United States in 2003, will be used.	—

Measure

Time frame

Learning Outcomes. Timepoint: In both groups, in the first in-person session, the pre-test forms will be completed by the students in person, and in the fourth teaching session, which is the end of the intervention, the post-test forms will be completed by the students for the second time in person. Method of measurement: A researcher-made test will be used to measure student learning. This test will contain 15 four-choice questions. A correct answer to each question will be worth 1 point and an incorrect answer will be worth 0 points, which will be a total of 15 questions, 15 points. Face and content validity will be reviewed by 3 faculty members who are familiar with teaching this content, and CVI will be calculated, and the Koder-Richardson statistical test will be used to confirm reliability.;Academic Engagement. Timepoint: In both groups, in the first in-person session, the pre-test forms will be completed by the students in person, and in the fourth teaching session, which is the end of the intervention, the post-test forms will be completed by the students for the second time in person. Method of measurement: The Academic Engagement Questionnaire was designed and developed by Riv (2013) to measure academic engagement. This questionnaire has 17 questions and 4 dimensions, which are answered based on a seven-point Likert scale.;Critical Thinking Disposition. Timepoint: In both groups, in the first in-person session, the pre-test forms will be completed by the students in person, and in the fourth teaching session, which is the end of the intervention, the post-test forms will be completed by the students for the second time in person. Method of measurement: To examine students' tendency to think critically, the Critical Thinking disposition Questionnaire, designed by Ricketts in the United States in 2003, will be used.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactFatemeh Shirazi

Shiraz University of Medical Sciences

shirazi_1393@yahoo.com+98 71 3647 4254

Outcome results