Chemotherapy Effect
Conditions
Keywords
academic achievement, chemotherapy, critical thinking, online learning, nursing students, active learning
Brief summary
Cancer is one of the major health problems facing Turkey and the world. One of the methods used to treat cancer is chemotherapy. During this treatment period, some side effects may develop in patients. These developing symptoms can be managed with effective nursing interventions, which in turn can increase the patient's quality of life. Managing these symptoms is among the responsibilities of the nurse. The nurses' ability to effectively manage the side effects of chemotherapy depends on gaining specific knowledge, attitudes, and skills during their vocational training and the development of problem-solving and critical thinking. The research was carried out to examine the effect of chemotherapy symptom management education based on the online flipped learning model on the achievement, critical thinking, and self-directed learning of nursing students.
Detailed description
Background: The online flipped learning method is an innovative learning approach that helps develop critical thinking and self-directed learning skills and increases students' interest in the course Aim: The research was carried out to examine the effect of chemotherapy symptom management education based on the online flipped learning model on the achievement, critical thinking, and self-directed learning of nursing students. Methods: This research is a randomized controlled trial. The sample consisted of 68 students divided into experiment and control groups. The training program based on traditional learning was applied to the control group, online flipped learning was applied to the experiment group, and each group received training on chemotherapy symptom management for one hour per week for six weeks. The researchers evaluated the results by applying the Chemotherapy Symptom Management Knowledge Test (CSMKT), the Marmara Critical Thinking Dispositions Scale (MCTDS), and the Self-Directed Learning Skills Scale (SDLSS) to the control and experiment groups before, right after the training, and one month after the training.
Interventions
OTHEROnline Flipped Learning Group
The experimental group is the group that receives online flipped learning training.
The control group is the group that received traditional learning training.
Sponsors
Namik Kemal University
Study design
Allocation
RANDOMIZED
Intervention model
SINGLE_GROUP
Primary purpose
SUPPORTIVE_CARE
Masking
SINGLE (Subject)
Masking description
The aim of the research was to reduce the bias by using a single-blind technique.
Intervention model description
The students who were informed about the research, and after obtaining their individual consent, the Chemotherapy Symptom Management Knowledge Test , the Marmara Critical Thinking Dispositions Scale , and the Self-Directed Learning Skills Scale were administered using an online questionnaire. Chemotherapy symptom management training was conducted online for six weeks, one hour per week, for experiment and control groups. The research began with the control group to minimize the interaction between the students in the experiment and control groups. Then the experiment group practices were carried out after the control group's program was completed.
Eligibility
Sex/Gender
ALL
Age
19 Years to 35 Years
Healthy volunteers
Yes
Inclusion criteria
* Second-year students who took the course basics of nursing, internal medicine nursing, physiology, pathology, and computer courses and were able to actively use the computer and voluntarily participated in the research were included.
Exclusion criteria
* Students in other classes * Those who did not volunteer to participate in the study
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Chemotherapy Symptom Management Knowledge Test (CSMKT) | 1 month | The Chemotherapy Symptom Management Knowledge Test (CSMKT) was developed by the researchers to evaluate the impact of chemotherapy symptom management training based on the online flipped learning model. The measurement tool was presented to the expert opinion. Necessary corrections were made in accordance with the views of the experts and validity and reliability analyzes were carried. The test consists of 25 questions with a total of five options.The minimum score that can be attainable from the scale is 0, and the maximum score is 100. As the total score increases, the academic success of the student increases. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Marmara Critical Thinking Dispositions Scale (MCTDS) | 1 month | The MCTDS was developed by Özgenel and Çetin (2018). The scale includes 28 items and six subdimensions: reasoning (six items), reaching judgment (six items), searching for evidence (four items), searching for the truth (four items), open-mindedness (four items), and systematicity (four items). It is a five-point Likert-type scale (5 = Always, 1 = Never). There are no reverse-scored items in the scale. The minimum score that can be attainable from the scale is 28, and the maximum score is 140. The Cronbach's alpha internal consistency coefficient of the scale was determined as α = 0.91 As the total score increases, the student's critical thinking dispositions increases. |
| Self-Directed Learning Skills Scale (SDLSS) | 1 month | The SDLLS was developed by Aşkın Tekkol and Demirel (2018). The scale includes 21 items and four subdimensions: motivation (seven items), self-control (five items), self-monitoring (five items), and self-confidence (four items). It is a five-point Likert-type scale (1 = Always, 5 = Never). There are no reverse-scored items in the scale. While the minimum score of the scale is 21, the maximum score is 105. The overall reliability, the Cronbach's alpha internal consistency coefficient, was determined as α = 0.89. As the total score increases, the student's self-directed learning skills increases. |
Countries
Turkey (Türkiye)
Outcome results
None listed