Telemedicine Wounds

Exploring the Effectiveness of Flipped Education in Distance Digital Learning for Long-term Care Nurses on Pressure Injury Staging Interpretation

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.

Inclusion Criteria:

• Home care worker
• Those who have access to a smartphone and the Internet
• After the purpose of the study was explained, they agreed to participate in the study and signed the consent form.

Exclusion Criteria:

• Business managers or administrative managers who do not actually provide frontline care at the patient's home.