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| Name | Class |
|---|---|
| Hualien Tzu Chi General Hospital | OTHER |
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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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| routine | No Intervention | Not receiving Distance Digital Learning of Flipped Education | |
| Distance Digital Learning | Active Comparator | Distance Digital Learning |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Distance Digital Learning | Other | receiving Distance Digital Learning of Flipped Education |
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| Measure | Description | Time Frame |
|---|---|---|
| Pressure injury staging interpretation test | 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. | One month before intervention， and one month after intervention |
| Measure | Description | Time Frame |
|---|---|---|
| Satisfaction with teaching mode | 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. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Chao Wen-Yi Chao, PhD | Contact | +886 932934340 | wenyichao@asia.edu.tw |
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Asia University | Taichung | Taiwan | 413305 | Taiwan |
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| ID | Term |
|---|---|
| D003668 | Pressure Ulcer |
| ID | Term |
|---|---|
| D012883 | Skin Ulcer |
| D012871 | Skin Diseases |
| D017437 | Skin and Connective Tissue Diseases |
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| One month before intervention， and one month after intervention |
| Cognitive load of learning | 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. | One month before intervention， and one month after intervention |