Education, Flipped Education Model, Nursing Students
Conditions
Keywords
learning motivation, classroom engagement, flipped learning, ChatGPT
Brief summary
This study aims to examine the effects of cancer screening training, conducted using a ChatGPT-based flipped learning model, on knowledge, learning motivation, and class participation.
Detailed description
Methods: A randomized controlled trial was conducted with 46 intervention and 46 control groups. In the study, a training program based on traditional flipped learning and a ChatGPT-based flipped learning model for cancer screenings is applied. Data will be collected using the Knowledge Form, Cancer Screening Knowledge Scale, Higher Education Learning Motivation Scale, and Class Participation Scale.
Interventions
OTHERChatGPT-Based Flıpped Learning Model
Training group based on ChatGPT-based flipped learning model
OTHERTraditional Flıpped Learning Model
Training group based on traditional flipped learning model
Sponsors
Namik Kemal University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
DOUBLE (Subject, Outcomes Assessor)
Intervention model description
randomized controlled trial
Eligibility
Sex/Gender
ALL
Age
18 Years to 35 Years
Healthy volunteers
Yes
Inclusion criteria
* Students who have taken courses in fundamentals of nursing, internal medicine nursing, physiology, pathology, and computer science, but have not taken a course in oncology nursing, * Third-year students, * Those who have voluntarily agreed to participate in the study.
Exclusion criteria
* Students who were not third-year students, * Those who had not taken one of the following courses: fundamentals of nursing, internal medicine nursing, physiology, pathology, computer science, oncology nursing, * Those who did not volunteer to participate in the research were excluded from the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Cancer Screening Knowledge Scale | 4 weeks | This scale consists of 25 items and 3 sub-dimensions. The sub-dimensions are not specifically named. The first sub-dimension contains 10 items (items 8, 17-23, 25, 28), the second sub-dimension contains 9 items (items 4, 5, 7, 10, 12, 13, 15, 16, 27), and the third sub-dimension contains 6 items (items 1-3, 9, 11, 24). The scale is a three-point rating scale. The scale is answered on a scale of 1 to 3, with "1: True, 2: False, 3: I don't know". When calculating the scale score, "True" answers are worth 1 point, and "False" and "I don't know" answers are worth 0 points. The lowest possible score on the scale is 0, and the highest is 25. When calculating the scale score, the three items with negative connotations (Items 2, 11, 24) should be reverse-coded. The order of the items on the scale is not important; researchers may use a mixed order. There is no cutoff point for the scale score. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Learning Motivation Scale in Higher Education | 4 weeks | The scale consisting of 23 items on a 3-point Likert scale, participants are given scores of Disagree (1), Don't Know (2), and Agree (3) for each question in the Learning Motivation Scale in Higher Education. The lowest possible score is 23 and the highest is 69. In the reliability studies of the scale, the Cronbach alpha coefficient of the learning objectives sub-dimension was calculated as 0.83, the avoidance objectives sub-dimension as 0.87, and the approach objectives sub-dimension as 0.82. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORDİLEK ERDEN
Namik Kemal University
Outcome results
None listed