The Effect of Teaching Methods on Urinary Catheterization

Course materials were shared with the students in the flipped group one week before the theoretical lesson. Google Classroom platform was used so that students could easily access these materials and repeat them at any time and frequency they wanted. A link and QR code were shared with the students to log in to the system. The frequency of downloading and watching the course materials was monitored by the researcher. Next week, the theoretical course was taught in line with the flipped learning model.

The link to the mobile application developed for mobile learning was shared with the students in this group. Students were given 2 weeks to use the application, and students had the opportunity to read and watch the content in the application at any time and frequency they wanted.