Pressure Injury
Conditions
Keywords
Long-term care, nurse, Telemedicine, pressure injury, staging Interpretation
Brief summary
This study aims to explore the effectiveness of the flipped education model applied to distance digital learning in enhancing the pressure injury staging interpretation skills of long-term care nursing staff. A quasi-experimental design was employed, dividing participants into a flipped education group and a conventional digital learning group. Pre- and post-intervention assessments were conducted to evaluate knowledge and skills, and differences in satisfaction and cognitive load were compared.
Interventions
OTHERDistance Digital Learning
receiving Distance Digital Learning of Flipped Education
Sponsors
Hualien Tzu Chi General Hospital
Asia University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
DOUBLE (Caregiver, Investigator)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Home care worker * Those who have access to a smartphone and the Internet * After the purpose of the study was explained, they agreed to participate in the study and signed the consent form.
Exclusion criteria
* Business managers or administrative managers who do not actually provide frontline care at the patient's home.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Pressure injury staging interpretation test | One month before intervention， and one month after intervention | The scale consists of 21 questions and the assessment takes approximately 10 to 12 minutes. A correct answer will earn 1 point, and an incorrect answer will earn 0 points. The total score ranges from 0 to 21, and the calculation method is {(number of correct answers/21 questions)\*100%} as the test score, rounded to the first decimal place. Higher scores represent better knowledge of the degree of crush injury interpretation. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Satisfaction with teaching mode | One month before intervention， and one month after intervention | It is a structured questionnaire with 10 questions in total, focusing on teaching objectives, teaching content design, multimedia design, and self-conscious learning outcomes. The ratings were given on a five-point Likert scale, ranging from 5 (very satisfied), 3 (no opinion), to 1 (very dissatisfied). The total score ranges from 10 to 50, with higher scores indicating greater satisfaction with the educational strategy for pressure injury care and management. |
| Cognitive load of learning | One month before intervention， and one month after intervention | The cognitive load scale assesses the subjective feelings of the subjects during the learning process and can be divided into two subscales: external cognitive load and augmentative cognitive load. The questionnaire consists of 5 questions, using a five-point Likert scale ranging from strongly agree (1 point) to strongly disagree (5 points). Total scores range from 5 to 25, with higher extrinsic cognitive load scores indicating lower cognitive load and lower accretive cognitive load scores indicating higher accretive cognitive load. |
Countries
Taiwan
Contacts
Primary ContactChao Wen-Yi Chao, PhD
Outcome results
None listed