Effects of 'Evidence-based Practice' Training Based on Flipped Learning, Web-based and Traditional Education Models on Nurses' Self-directed Learning and Metacognitive Thinking Skills

Condition(s) studied

Investigational drug(s) / intervention(s)

'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.

'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.

'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).

Study 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).

Eligibility

Primary outcome measure(s)

• 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.

Trial sites (1)

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