Clinical trial NCT05361096: The Effect of Flipped Learning Approach
Official title: The Effect of Flipped Learning Approach on Nursing Students' Learning of Patient Safety: A Mixed Methods Study
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Healthy
Keywords: nursing education
Lead sponsor: Gazi University
Sponsor class: OTHER
First posted: 2022-05-04
Enrollment: 89
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Explanatory sequential design, one of the mixed-method designs, was used.
Primary purpose: OTHER

Brief summary: This study was conducted to evaluate the effect of flipped learning approach on nursing students' learning of patient safety.

Detailed description: Patient safety is the basis of all theoretical and practical subjects in nursing. In the literature, while the traditional approach in nursing education has been stated to be insufficient in developing knowledge, attitudes and skills related to patient safety , the flipped learning approach is considered to be effective. During the out-of-class stage of the flipped learning approach, using the practices such as showing videos related patient safety, enriching course presentations and videos with interactive questions, organizing discussion sessions on forum pages and sharing educational games contribute to the students' following the subject more carefully. In the in-class stage, the use of activities such as case studies, group discussions, simulation, concept maps, various interactive methods and active participation of students in these activities is important. Teaching methods appealing to different learning styles and senses make it easier to look at the subject from different perspectives and establish a cause-effect relationship.

The evaluation of learning outcomes related to patient safety with the flipped learning approach is thought to provide guidance to nursing students and educators in terms of learning and teaching experiences.

The teaching of the patient safety subject was performed with the traditional educational to the control group (n=44) and with the flipped learning to the intervention group (n=45). Quantitative and quantitative data were collected with the "Demographic information form", "Achievement test", "Patient safety competency self-evaluation scale", and "Semi-structured focus group interview form". Quantitative data were collected before the applications, when the applications were completed, and six weeks after the applications. When the flipped learning approach was completed, qualitative data were collected.

Eligibility criteria: Inclusion Criteria:

* Enrolling in the Nursing Fundamentals II Course for the first time,
* Sufficient or unlimited internet access,
* Accepting to process the simultaneous lessons of patient safety on the Zoom platform,
* Being willing to participate in the research.

Exclusion Criteria:

* Having a high school, associate or undergraduate degree in a health-related field,
* To have taken a course on patient safety before.
* The student's desire to leave the research at any stage,
* Not filling in data collection forms.

Primary outcomes:
measure: Development of cognitive knowledge about patient safety
timeFrame: After the completion of the 4-week patient safety course, the achievement test (post-test) was administered to both groups immediately. After 6 weeks, the change in the knowledge level of the groups was measured again with the test (follow-up).
measure: Development of patient safety competency
timeFrame: Patient Safety Competency Self-Evaluation Scale was applied immediately for both of the groups after the course, which lasted for 4 weeks, was completed. After 6 weeks, the change in the self-assesment of the groups was measured again with the scale.
measure: Determining students' views on patient safety
timeFrame: Immediately after flipped learning approach was completed, qualitative data were collected.
Secondary outcomes:
Other outcomes:
Locations:
city: Çankaya
country: Turkey
facility: Gazi University Department of Health Sciences
state: Ankara
Study officials:
affiliation: Doctor Research assistant
name: Evrim Eyikara
role: PRINCIPAL_INVESTIGATOR
References: