The Effect of Flipped Learning Approach

NCT05361096 | Completed

• 1 other identifier: GaziU-SBF-EE-01
• Study Type: interventional
• Target: 89
• Locations: 1 country
• Sites: 1

Brief Summary

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

Conditions

Healthy

Keywords

nursing education

Outcome Measures

Primary Outcomes (3)

• Development of cognitive knowledge about patient safety

  The achievement test prepared by the researchers according to the literature. It consists of 20 questions each with five options to measure the knowledge level for patient safety. These questions were on general knowledge (4 questions), identify patients correctly (2 questions), safe drug administration (6 questions), fall (5 questions), and infection (3 questions). An increase in the score from the test indicates a high level of knowledge about patient safety (min: 0 point, max: 100 point).

  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).

• Development of patient safety competency

  Patient Safety Competency Self-Evaluation Scale is a valid and reliable data collection scale. The scale, a five-point Likert type, has 36 items. It consists of three categories: knowledge, skills, and attitude. An increase in the score from the scale indicates an increase in competencies related to patient safety. (With a minimum potential score of 36 and a maximum score of 180). The Cronbach alpha coefficient was 0.95.

  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.

• Determining students' views on patient safety

  The semi-structured focus group interview form was developed by the researchers. The researchers designed these questions on the basis of both their experiences and the literature. It consists of six open-ended questions in which students share their opinions on the flipped learning approach. Focus group discussions were conducted of students in the intervention group. A total of 25 students who volunteered to participate in the interviews were selected.

  Immediately after flipped learning approach was completed, qualitative data were collected.

Study Arms (2)

Educational approach (Flipped learning) group

EXPERIMENTAL

The teaching of the patient safety subject was performed with the flipped learning to the intervention group (n=45).

Other: Educational approach (Flipped learning)

Traditional education group

NO INTERVENTION

The teaching of the patient safety subject was performed with the traditional educational to the control group (n=44).

Interventions

Educational approach (Flipped learning) OTHER

In the intervention group, the out-of-class stage started one week before the in-class stage of the relevant week. The researchers covered the topic of the week asynchronously in the virtual classroom in the learning management system. Students have been able to log into the system at anytime and anywhere and study the course video and other course materials repeatedly. The in-class stage is the session in which the students in the intervention group come together with the researcher synchronously and conduct an online lesson. It was conducted one session per week for four weeks. The course was carried out synchronously on the Zoom platform during the in-class stage.

Educational approach (Flipped learning) group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• 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.

You may not qualify if:

• 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.

Sponsors & Collaborators

• Gazi University: lead

Study Sites (1)

Gazi University Department of Health Sciences

Çankaya, Ankara, 06490, Turkey (Türkiye)

Location

Study Officials

• Evrim Eyikara

  Doctor Research assistant

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal investigator (Dr. Research Assistant)

Model Details: Explanatory sequential design, one of the mixed-method designs, was used.

Study Record Dates

• First Submitted: April 23, 2022
• First Posted: May 4, 2022
• Study Start: April 10, 2021
• Primary Completion: May 15, 2021
• Study Completion: June 30, 2021
• Last Updated: May 4, 2022

Record last verified: 2022-04

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)