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.
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AI-rewrites the medical criteria so a patient or caregiver can understand them. Always confirm with the trial site.
Pressure injury staging interpretation test
Timeframe: One month before intervention， and one month after intervention