An interventional study of Digital Flashcard Training & Pre-test/Post-test and Digital Flashcard Training & Post-test Only in Education, Surgical Nursing and Teaching Methods, sponsored by Saglik Bilimleri Universitesi. Not yet recruiting at 1 site in Turkey (Türkiye). Open to participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-09.
Sponsored by Saglik Bilimleri Universitesi · Not applicable, Interventional, and Other
This study aims to investigate the effect of the digital flashcard method, compared to traditional lecturing, on students' knowledge levels and self-efficacy perceptions regarding fluid-electrolyte balance in the surgical nursing course, within a Solomon four-group experimental design framework.
In nursing education, the topic of fluid-electrolyte balance is one of the challenging subjects for students due to its physicochemical complexity, the multidimensionality of its clinical reflections, and the requirement to simultaneously comprehend processes such as preoperative fasting, intraoperative fluid-blood losses, and postoperative drainage management. Since traditional lecturing is based on passive learning, it alone may remain limited in supporting the long-term retention of knowledge in memory. To overcome this limitation, the digital flashcard method, which is based on the principles of active recall and spaced repetition, offers effective learning support. Moreover, pre-testing posing a potential artificial increase (sensitization) effect on post-test performance constitutes a methodological issue in nursing education. The lack of studies in the literature investigating the effect of the digital flashcard method on fluid-electrolyte balance using a Solomon four-group experimental design (controlling for the pre-test effect) renders this study necessary and original in terms of both knowledge level and self-efficacy perception based on Bandura's social cognitive theory. This research is a prospective study with a Solomon four-group experimental design to be conducted with second-year students. The study will include a total of four groups: two experimental (D1, D2) and two control (K1, K2) groups.Standard Practice: Students in all groups will receive the fluid-electrolyte content through traditional lecturing, writing boards, and written materials within the scope of the standard curriculum.
Group Applications: While a pre-test will be administered to the D1 and K1 groups prior to the education/application, no pre-test will be administered to the D2 and K2 groups. In addition to standard education, the experimental groups (D1 and D2) will receive digital flashcard training specific to the fluid-electrolyte topic via the Brainscape platform, which operates with a spaced-repetition algorithm. These cards will not be provided to the control groups during the intervention period; instead, access will be provided after the study in accordance with the ethical balance principle.Data: Data will be collected through the Introductory Information Form prepared by the researchers, the Fluid-Electrolyte Knowledge Test, and the Student Self-Efficacy Scale (SSES) developed by Rowbotham and Schmitz (2013).
Saglik Bilimleri Universitesi is the lead sponsor of 447 studies on the registry; 138 are open to participants now.
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Exclusion Criteria:
Students in this experimental group will take a pre-test (Fluid-Electrolyte Knowledge Test and Student Self-Efficacy Scale). They will receive standard lectures and will also be trained using digital flashcards on the fluid-electrolyte topic via the Brainscape platform. Finally, they will be administered the post-tests.
Other: Digital Flashcard Training & Pre-test/Post-test
Students in this experimental group will not take a pre-test. They will receive standard lectures and will be trained using digital flashcards on the fluid-electrolyte topic via the Brainscape platform. Finally, they will be administered the post-tests.
Other: Digital Flashcard Training & Post-test Only
Students in this control group will take a pre-test (Fluid-Electrolyte Knowledge Test and Student Self-Efficacy Scale). They will receive only standard lectures and traditional learning materials without any digital flashcard intervention. Finally, they will be administered the post-tests.
Other: Standard Lecture Only & Pre-test/Post-test
Students in this control group will not take a pre-test. They will receive only standard lectures and traditional learning materials without any digital flashcard intervention. Finally, they will be administered the post-tests.
Other: Standard Lecture Only & Post-test Only
A pre-test will be administered to students in Group-D1. Students will receive standard lectures and will be trained using digital flashcards on the fluid-electrolyte topic via the Brainscape platform, with an interval of spaced repetition. Post-tests (Fluid-Electrolyte Knowledge Test, and the Student Self-Efficacy Scale) will be administered at the end of the process.
Students in Group-D2 will receive standard lectures and will be trained using digital flashcards on the fluid-electrolyte topic via the Brainscape platform without taking a pre-test. Post-tests (Fluid-Electrolyte Knowledge Test, and the Student Self-Efficacy Scale) will be administered at the end of the process.
A pre-test will be administered to students in Group-K1. Students will receive only standard lectures and traditional learning materials without any digital flashcard intervention. Post-tests (Fluid-Electrolyte Knowledge Test, and the Student Self-Efficacy Scale) will be administered at the end of the process.
Students in Group-K2 will receive only standard lectures and traditional learning materials without taking a pre-test and without any digital flashcard intervention. Post-tests (Fluid-Electrolyte Knowledge Test, and the Student Self-Efficacy Scale) will be administered at the end of the process.
Knowledge Level
The students' level of knowledge regarding fluid-electrolyte balance, tonicity, electrolyte imbalances, acid-base balance, and the associated surgical nursing care will be assessed using the Fluid-Electrolyte Knowledge Test developed by the researchers. This test is an assessment tool consisting of 10 questions, each worth 10 points, for a total of 100 points. A high score will indicate a high level of knowledge on the part of the student.
Time frame: Three days after the time of inclusion in the study.
Self-Efficacy Level
Students' self-efficacy levels and beliefs regarding the educational process will be evaluated using The Student Self-Efficacy Scale, developed by Rowbotham and Schmitz (2013) and adapted into Turkish by Yurtçiçek Eren and Başgöl (2023). The scale, developed to assess students' self-efficacy levels, is unidimensional and consists of 10 items. The scale is designed using a 4-point Likert-type format. Higher scores indicate a high level of self-efficacy.
Time frame: Three days after the time of inclusion in the study.
Plan to share: No
Start is estimated for Sep 2026; primary completion for Oct 2026, 1 month later.
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