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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.
Age
18 - No limit years
Sex
ALL
Healthy Volunteers
No
Asia University
Taichung, Taiwan, Taiwan
Start Date
April 1, 2025
Primary Completion Date
December 31, 2025
Completion Date
December 31, 2025
Last Updated
February 14, 2025
112
ESTIMATED participants
Distance Digital Learning
OTHER
Lead Sponsor
Asia University
Collaborators
Data Source & Attribution
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View ClinicalTrials.gov Terms and ConditionsNCT07208747