Effects of a Flipped Learning-Based Integrated Theory and Practice Educational Program on Excretion Care Robot

Abstract

Purpose: This study aimed to develop a flipped learning–based integrated education program that combines video-based prelearning, theoretical lectures, and hands-on training on excretion care robots. The program was applied to nurses to verify its effects on their knowledge, attitudes, and skills related to excretion care and the use of such robots. Methods: A randomized controlled trial was conducted with 50 nurses working at a hospital in Seoul, Republic of Korea. The experimental group received a flipped learning–based integrated education program, which included asynchronous pre-learning, in-person didactic session, and in-person hands-on session. The control group received basic education on the use of excretion care robots. Outcome variables included knowledge, attitudes (self-efficacy, perceived usefulness and ease of use, anxiety, intention to use), and skills (proficiency, accuracy of execution and outcomes). The data were analyzed using independent t-tests. Results: Compared to the control group, the experimental group showed significantly higher scores in knowledge, self-efficacy, perceived usefulness and ease of use, intention to use, proficiency, and accuracy of the performance. Additionally, their level of anxiety regarding excretion care robots was significantly lower (p<.05). Conclusion: The integrated education program combining video, theoretical, and practical components was effective in enhancing nurses' knowledge, attitudes, and skills. These results suggest that such a program can serve as a valuable educational strategy to facilitate the clinical adoption of technology-based care devices like excretion care robots.