At a glance
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The Effect of the Flipped Classroom Model on Nursing Students' Pediatric Pain Management Knowledge and Learning Motivation: A Randomized Controlled Trial
In Brief
A clinical study evaluating Flipped Classroom Training on Pediatric Pain Management and Self-Directed Learning on Pediatric Pain Management for Pain Management. Completed, enrolled 84 participants across 1 site.
Detailed Summary
The aim of this randomized controlled trial was to evaluate the effect of the flipped classroom model on pediatric pain management knowledge and learning motivation among nursing students. A total of 84 third-year nursing students from a public university in Turkey were randomly assigned to intervention (n=42) and control (n=42) groups. The intervention group received education using the flipped classroom model, while the control group followed a self-directed learning approach. Data were collected at three time points: before the intervention (pre-test), one month after the intervention (post-test), and three months after the intervention (follow-up test). The Pediatric Pain Knowledge Test and the Motivation Scale Towards Learning were used to assess outcomes. At baseline, there were no significant differences between the groups. Post-test and follow-up results showed that the intervention group demonstrated a statistically significant and sustained increase in both pediatric pain knowledge and learning motivation scores (p\<0.001), while the control group showed no meaningful change. These findings support the flipped classroom model as an effective and sustainable teaching strategy in nursing education, particularly for improving knowledge and motivation in pediatric pain management.
Study Details
Timeline
Interventions
Participants in this group received pediatric pain management training designed to increase nursing students' knowledge and motivation. The training was delivered using a flipped classroom model over 4 weeks. Students were provided with pre-class educational materials, including video lectures, readings, and lecture notes. In-class sessions included interactive activities, discussions, case-based learning, and problem-solving exercises. Content was based on current pediatric pain management guidelines and adapted to nursing education standards.
Participants in this group received pediatric pain management training designed to increase nursing students' knowledge and motivation. Students were provided with the same pre-class educational materials as the intervention group, including video lectures, readings, and lecture notes, for self-study without any interactive activities or instructor-led sessions. Content was based on current pediatric pain management guidelines and adapted to nursing education standards.