The Effect of Teaching Methods on Urinary Catheterization

Overview

Aim: This study was conducted to evaluate the effect of flipped learning and mobile learning methods on nursing students' urinary catheterization application knowledge, skills and self-efficacy level. Material and Method: The study was conducted as a pretest-posttest randomized controlled experimental research model. It was conducted between June 2023 and April 2025 at Inonu University Faculty of Nursing. The population of the study consisted of all first-year students studying in the department of nursing. The sample consisted of 92 students (Group flipped learning: 30, Group mobile application: 32 and Group control: 30) determined by power analysis. "Individual introduction form", 'Urinary system applications skill evaluation form', 'Knowledge test for urinary system applications' and 'Student self-efficacy scale' were used to collect the data. During the research process, students in the experimental groups were taught with flipped learning and mobile learning methods for two weeks. Students in the control group continued the routine theoretical and practical process.

The Flipped Learning method combines online (prior knowledge acquisition) and face-to-face (learning practices) techniques to offer a learning environment in which the educator takes on a guiding role and the learners are actively engaged in learning experiences. Mobile learning method, on the other hand, provides individualised learning opportunities, enabling students to access educational materials anytime and anywhere and to gain self-managed learning skills. Since this method provides individualised learning opportunities and increases educator-learner interaction, its use in education is becoming increasingly widespread. In this study, both methods were evaluated together and their effects on the development of nursing students' competencies for urinary system practices were evaluated. Translated with DeepL.com (free version)