Flipped Education Model, Metacognition, Self Directed Learning, Web Based Education
Conditions
Keywords
nursing education, self directed learning, metacognition, flipped learning
Brief summary
The research was conducted to evaluate the effects of evidence-based practice training developed based on flipped learning, web-based education and traditional education models on nurses' self-directed learning and metacognitive thinking skills. The study is a randomised controlled experimental study with a pre-test-post-test design, consisting of two intervention groups (flipped learning and web-based education) and one control group (traditional education).
Detailed description
Purpose: The purpose of the study is to evaluate the effects of evidence-based practice training developed based on flipped learning, web-based education and traditional education models on nurses' self-directed learning and metacognitive thinking skills. Method: The study is a pre-test-post-test randomised controlled experimental research design with two intervention groups (flipped learning and web-based education models applied) and one control group (traditional education model applied). The study was conducted with 45 nurses working in a training and research hospital in Istanbul. Data were collected with self-directed learning skills and metacognitive thinking skills scales.
Interventions
OTHER'Evidence-based practice' training based on the flipped learning model
The evidence-based practice training, developed using the flipped learning model, was delivered once a week for four weeks. Each session was delivered as an offline training (3-24 February 2025) and a face-to-face training three days later (6-27 February 2025). The offline part of the training was delivered via the Edpuzzle platform. The training duration for each session was 75 minutes in total, 15 minutes offline and 60 minutes face-to-face.
OTHER'Evidence-based practice' training based on web-based education model
Evidence-based practice training, developed based on a web-based training model, was implemented once a week for two weeks (March 17-24, 2025). Each session was conducted offline. The first session was 20.10 minutes, and the second session was 17.44 minutes.
OTHER'Evidence-based practice' training based on traditional education model
The evidence-based practice training, developed based on the traditional/face-to-face education model, was delivered once a week for three weeks (7-21 April 2025). Each session consisted of two teaching hours (one teaching hour: 45 minutes).
Sponsors
Istanbul University - Cerrahpasa
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
A randomised controlled experimental study with a pre-test-post-test design consisting of two intervention groups (flipped learning and web-based training) and one control group (traditional training).
Eligibility
Sex/Gender
ALL
Age
18 Years to 50 Years
Healthy volunteers
Yes
Inclusion criteria
* Have at least a bachelor's degree in nursing
Exclusion criteria
* Requesting to withdraw from the study
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Self Directed Learning Skills Scale | one month | The scale was developed to determine the self-directed learning skill levels of learners. It consists of 21 items and 4 sub-dimensions (self-monitoring, motivation, self-control, self-confidence). The response options of the five-point Likert-type scale are; (1) Never to (5) Always. The highest score that can be obtained from the scale is 105, the middle score is 63, and the lowest score is 21. An increase in the score obtained from the scale indicates that the participant has high self-directed learning skills. The total Cronbach α value of the scale was determined as 0.91 in the study. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Metacognitive thinking skills scale | one month | It was developed to determine the metacognitive thinking skills levels of individuals. The scale consists of 18 items and 4 sub-dimensions (thinking skills, reflective thinking skills for problem solving, decision-making skills, alternative assessment skills). The response options of the five-point Likert-type scale are from (1) Totally disagree to (5) Totally agree. The highest score that can be obtained from the scale is 90, the lowest score is 18. An increase in the score obtained from the scale indicates that metacognitive thinking skills have increased. The total Cronbach α value of the scale was determined as 0.90 in the study. |
Countries
Turkey (Türkiye)
Outcome results
None listed