Evaluation of urinary catheterization competency in nursing students using the flipped classroom approach
Urinary catheterization is a complex procedure. Traditional teaching in classroom, such as using a simulator, is not enough to guarantee the necessary learning outcomes. It is therefore necessary to implement new active learning approaches such as the flipped classroom. The aim of this study was to...
| Main Authors: | , , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
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MDPI
2022
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/14110 |
| _version_ | 1789408412139782144 |
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| author | Aguilera Manrique, Gabriel Gutiérrez Puertas, Lorena Gutiérrez-Puertas, Vanesa Ortiz-Rodríguez, Blanca Márquez Hernández, Verónica Victoria |
| author_facet | Aguilera Manrique, Gabriel Gutiérrez Puertas, Lorena Gutiérrez-Puertas, Vanesa Ortiz-Rodríguez, Blanca Márquez Hernández, Verónica Victoria |
| author_sort | Aguilera Manrique, Gabriel |
| collection | DSpace |
| description | Urinary catheterization is a complex procedure. Traditional teaching in classroom, such as using a simulator, is not enough to guarantee the necessary learning outcomes. It is therefore necessary to implement new active learning approaches such as the flipped classroom. The aim of this study was to examine the effect of the use of the flipped classroom on the level of self-efficacy and the assessment of clinical competencies in nursing students performing the urinary catheterization procedure. A quasi-experimental study of a single group with pre-/post-testing measures. A convenience sample of 139 nursing students. A flipped classroom approach was implemented. Measurements were taken pre and post intervention. This study followed the consolidated criteria for quality of nonrandomized evaluations studies (TREND) checklist. Regarding self-efficacy, statistically significant differences were found between the pre-test and post-test (Z = −14.453; p < 0.05). With respect to knowledge level, statistically significant differences were found when comparing pre-/post-test results (Z = −14,480; p < 0.05). Furthermore, statistically significant differences were found on the ability scale depending on pre-/post-test (Z = −10.277; p < 0.005); in all cases, obtaining a higher score in the post-test. The flipped classroom could be an effective educational tool for the development of clinical skills, specifically urinary catheterization. This method has been shown to improve the knowledge, skills, and self-efficacy in urinary catheterization of nursing students. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-14110 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2022 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-141102023-04-12T19:19:30Z Evaluation of urinary catheterization competency in nursing students using the flipped classroom approach Aguilera Manrique, Gabriel Gutiérrez Puertas, Lorena Gutiérrez-Puertas, Vanesa Ortiz-Rodríguez, Blanca Márquez Hernández, Verónica Victoria flipped classroom nursing students self-efficacy skills urinary catheterization Urinary catheterization is a complex procedure. Traditional teaching in classroom, such as using a simulator, is not enough to guarantee the necessary learning outcomes. It is therefore necessary to implement new active learning approaches such as the flipped classroom. The aim of this study was to examine the effect of the use of the flipped classroom on the level of self-efficacy and the assessment of clinical competencies in nursing students performing the urinary catheterization procedure. A quasi-experimental study of a single group with pre-/post-testing measures. A convenience sample of 139 nursing students. A flipped classroom approach was implemented. Measurements were taken pre and post intervention. This study followed the consolidated criteria for quality of nonrandomized evaluations studies (TREND) checklist. Regarding self-efficacy, statistically significant differences were found between the pre-test and post-test (Z = −14.453; p < 0.05). With respect to knowledge level, statistically significant differences were found when comparing pre-/post-test results (Z = −14,480; p < 0.05). Furthermore, statistically significant differences were found on the ability scale depending on pre-/post-test (Z = −10.277; p < 0.005); in all cases, obtaining a higher score in the post-test. The flipped classroom could be an effective educational tool for the development of clinical skills, specifically urinary catheterization. This method has been shown to improve the knowledge, skills, and self-efficacy in urinary catheterization of nursing students. 2022-11-30T13:43:56Z 2022-11-30T13:43:56Z 2022-11-17 info:eu-repo/semantics/article 1660-4601 http://hdl.handle.net/10835/14110 10.3390/ijerph192215144 en https://www.mdpi.com/1660-4601/19/22/15144 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | flipped classroom nursing students self-efficacy skills urinary catheterization Aguilera Manrique, Gabriel Gutiérrez Puertas, Lorena Gutiérrez-Puertas, Vanesa Ortiz-Rodríguez, Blanca Márquez Hernández, Verónica Victoria Evaluation of urinary catheterization competency in nursing students using the flipped classroom approach |
| title | Evaluation of urinary catheterization competency in nursing students using the flipped classroom approach |
| title_full | Evaluation of urinary catheterization competency in nursing students using the flipped classroom approach |
| title_fullStr | Evaluation of urinary catheterization competency in nursing students using the flipped classroom approach |
| title_full_unstemmed | Evaluation of urinary catheterization competency in nursing students using the flipped classroom approach |
| title_short | Evaluation of urinary catheterization competency in nursing students using the flipped classroom approach |
| title_sort | evaluation of urinary catheterization competency in nursing students using the flipped classroom approach |
| topic | flipped classroom nursing students self-efficacy skills urinary catheterization |
| url | http://hdl.handle.net/10835/14110 |
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