Interventions
Data were collected online from December 2020 to March 2021 via Google Forms survey software. Due to the Covid-19 pandemic at the time of the study, all training sessions were conducted online in our country, so this study was carried out entirely online. After obtaining the necessary permissions, the participants were allocated to the intervention group or the control group randomly. In the Microsoft Teams program, separate classes were created for each of the two groups. In this study, the FCM was used for the students in the intervention group, whereas a traditional PowerPoint presentation was used for the control group. This was the first time that a FCM was used in the nursing programme in which the study was conducted. Before the lectures, participants in both groups were asked to complete the descriptive information form, the knowledge questionnaire on TC and TSE and the CHBMS uploaded to Google Forms. Next, for the intervention group, the educational materials, including the PowerPoint presentation and asynchronous videos, were uploaded onto the Microsoft Teams program, and the students were asked to study these educational materials before the weekly lecture. The content of the PowerPoint presentation and the prepared training video included the anatomical structure of the testicles, the definition of TC, its incidence, TC risk factors, TC symptoms, diagnostic methods, the importance of TSE and how to do it. For the intervention group, the students then came to the training session, which was designed according to the FCM, including a question-and-answer session, and had no classical lecture presentation. The training was given only once and lasted 40 min. Two weeks after the course, the students in the intervention group were asked to complete the knowledge questionnaire and the VAS on satisfaction as a posttest. Six weeks after the course, the intervention group completed the CHBMS as a posttest.The students in the control group, on the other hand, had a different learning path. They received a 30-min PowerPoint presentation during the lecture, and in the last 10 min of the session, they answered questions on the material they received. The PowerPoint presentation used for the control group was the same as the training material for the intervention group. Two weeks later, the students in the control group completed the knowledge questionnaire and the VAS. Six weeks after the course, the control group also completed the CHBMS as a posttest.To avoid the interaction between the groups, the training was given to the control and intervention groups, in quick succession, on the same day. The training was given once for both groups. The complete trial protocol can be accessed at ClinicalTrials.gov (NCT04851197).