Clinical trial NCT06971679: FLIPPED CLASSROOM METHODS COMBINED WITH PROBLEM-BASED LEARNING ON NURSING STUDENTS
Official title: INVESTIGATING THE EFFECT OF FLIPPED CLASSROOM METHODS COMBINED WITH PROBLEM-BASED LEARNING ON NURSING STUDENTS' KNOWLEDGE AND ATTITUDES REGARDING PATIENT SAFETY
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: PROBLEM-BASED LEARNING
NURSING STUDENTS
FLIPPED CLASSROOM METHODS
PATIENT SAFETY
Keywords: Problem-based learning
Nursing students
Flipped Classroom Methods
Patient Safety
Lead sponsor: Ege University
Sponsor class: OTHER
Collaborators: name: Akdeniz University
First posted: 2025-05-14
Enrollment: 70
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: OTHER

Brief summary: Nurses need to develop critical thinking skills to be competent in flexible, personalized, and situation-specific problem solving in today's healthcare environment of rapid change and increasing information. This means that nursing education should prepare nursing students to meet the needs of patients, serve as leaders, develop scientific rigor for the benefit of patients, and make decisions based on critical thinking. In addition to transferring theoretical knowledge, nursing education is also very important in terms of putting students' knowledge into practice and improving students' comprehensive qualifications.

Detailed description: One of these qualities is the fundamental responsibility of nurses to ensure patient safety. It is estimated that 421 million hospitalizations occur every year in the world. Approximately 7.42 million adverse events occur during these hospitalizations, and patient harm is the 14th leading cause of global mortality. Many universities are looking for teaching methods that can improve students' clinical decision-making abilities and self-directed learning in order to provide safe and quality nursing care. Lack of patient safety knowledge is one of the educational problems of nursing students leading to unsafe practices.Early education on patient safety is crucial in preparing nurses to be competent in patient care. Therefore, offering patient safety education courses at the undergraduate level using an innovative approach is important to improve patient safety and quality in nursing care.

Various innovative approaches are used in nursing education to improve students' critical thinking and problem-solving skills. These include team-based learning, concept mapping, case studies and problem-based learning (PBL) and flipped classroom model. In the flipped classroom model, students are presented with course materials prior to class and then class time is spent gaining in-depth understanding through interactive activities. Studies have shown that the flipped classroom model improves students' academic performance and satisfaction. However, compared to traditional lecture-based classes, reverse classes have been reported to be more effective in improving academic performance and course evaluation as well as developing engagement and higher-order thinking skills in nursing students. Problem-based learning (PBL), one of the important teaching methods that improve nursing students' clinical performance and critical thinking skills, can be used as an in-class activity in flipped classrooms. However, some studies indicate that the simple implementation of PBL instruction can challenge students' systematic understanding of the required knowledge and that this model is more difficult for students with low learning ability and performance, resulting in learning fatigue and worse learning outcomes than expected. Several studies have explored the combined use of reverse classrooms and PBL in nursing education. However, it is important to investigate how to maximize the impact of pre-course self-study to promote the development of students' abilities. Therefore, this study aims to determine the effect of patient safety education provided by combining the flipped classroom model with problem-based learning within the scope of nursing management course on nursing students' patient safety knowledge, attitudes and perceptions.

Eligibility criteria: Inclusion Criteria:

* 2024-2025 Academic Year Fall Semester enrolled in the Nursing Management Lesson,
* agreed to participate in the study
* completed the data collection forms completely

Exclusion Criteria:

* want to leave the research at any time of the study

Primary outcomes:
measure: Socio-demographic Characteristics Form
timeFrame: Baseline
measure: H-PEPSS TR
timeFrame: Baseline and 4 weeks after the intervention
measure: Patient Safety Competency Self-Assessment Tool
timeFrame: Baseline and 4 weeks after the intervention
measure: Case Test and Open-Ended Question
timeFrame: 4 weeks after the intervention
measure: PBL Modules
timeFrame: 4 weeks after the intervention
Secondary outcomes:
Other outcomes:
Locations:
city: Antalya
country: Turkey
facility: Akdeniz University Kumluca Faculty of Health Science
Study officials:
References: