Online Watch-Summarize-Question-Ask Method in Falls Education for Nursing Students

NCT07428772 | Not Yet Recruiting

• 2 other identifiers: 2025/83068306
• Study Type: interventional
• Target: 66
• Locations: 1 country
• Sites: 1

Brief Summary

This randomized controlled study will evaluate the effectiveness of an online Watch-Summarize-Question-Ask (WSQA) learning method on nursing students' knowledge, skills, attitudes, and behaviors related to patient fall prevention and management. Sixty-six nursing students will be randomly assigned to intervention and control groups. Both groups will receive standard patient safety education, while the intervention group will additionally participate in an online, evidence-based fall prevention training program structured according to the WSQA method, including video-based learning, summarization, question generation, and interactive discussions. Outcomes will be assessed using validated instruments measuring fall management knowledge, self-efficacy, attitudes toward fall prevention, care planning performance, and student satisfaction. The study aims to determine the effectiveness of an innovative educational approach to improve fall prevention competencies and enhance the quality and safety of nursing care.

Conditions

Education; Online Learning; Fall Prevention; Fall, Accidental; Nursing Students; Patient Safety

Keywords

online learning; patient falls; fall prevention; patient safety; nursing students

Outcome Measures

Primary Outcomes (6)

• Participant Information Form

  Participants' demographic characteristics, educational background, and access to technological resources required for participation in online learning platforms.

  at baseline

• Satisfaction with E-Learning Scale (Turkish version: E-Derslere Yönelik Memnuniyet Ölçeği)

  The scale developed by Kolburan Geçer and Deveci Topal aims to determine university students' satisfaction levels with the online courses they attend. The Cronbach's alpha reliability coefficient of the scale was calculated as 0.97. The scale consists of 35 items and 5 subdimensions. The response options are designed as a five-point Likert-type scale scored between 1 and 5.

  Immediately after completion of the intervention

• Falls Management Knowledge Test

  This test will be developed by the researcher based on a literature review to assess participants' knowledge levels on falls management and to evaluate the effectiveness of the education on the patient safety knowledge subdimension

  At baseline and immediately after completion of the education program and at least 3 weeks after the training

• Scales for Assessing Self-Efficacy

  The Cronbach's Alpha value of the scale developed by Dykes and colleagues and validated in Turkish by Ekin and Uğur was found to be 0.97, and it has no subscales. The scale consists of 11 items prepared on a 6-point Likert scale. In the evaluation of the scale, the item mean of the scores obtained from all items is used, and as the scores increase, the level of self-efficacy also increases.

  At baseline and immediately after completion of the education program and at least 3 weeks after the training

• Attitudes of Nurses Toward Falls Prevention Scale (Turkish version: Hemşirelerin Düşmelerin Önlenmesine Yönelik Tutumları Ölçeği)

  The Cronbach's Alpha reliability coefficient of the scale developed by Özbudak and Koç in 2023 was found to be 0.84. The scale consists of 19 items and 5 sub-dimensions. The scale's response options are designed as a five-point Likert scale scored on a 1-5 point range. The scale is evaluated based on the mean score.

  At baseline and immediately after completion of the education program and at least 3 weeks after the training.

• Care Plan Evaluation Form

  A structured seven-item assessment form developed by the researchers will be used to determine the extent to which students reflect their knowledge and awareness of fall management in their care plans.

  At baseline and at least 3 weeks after the training

Study Arms (2)

Experimental Group

EXPERIMENTAL

Participants in the experimental arm will receive the standard patient safety education included in the undergraduate nursing curriculum through face-to-face instruction. In addition, they will participate in the Watch-Summarize-Question (WSQ)-based online fall prevention education. The WSQ program will include watching educational videos, summarizing course content, generating questions, participating in interactive online discussion sessions, and engaging in peer interaction through an online discussion forum.

Behavioral: Online Watch Summarize Question Learning Model

Control Group

NO INTERVENTION

Participants in the control arm will receive only the standard patient safety education included in the undergraduate nursing curriculum through face-to-face instruction and will not receive any additional educational intervention during the study period.

Interventions

Online Watch Summarize Question Learning Model BEHAVIORAL

The intervention consists of a structured online fall prevention education program based on the WSQ instructional strategy. Unlike traditional lecture-based education, this intervention integrates active learning components including video-based instruction, structured summarization tasks, student-generated question development, synchronous interactive discussion sessions, and peer-supported learning through an online discussion forum. The program is delivered through a distance education platform and is designed to promote reflective learning, cognitive engagement, and collaborative knowledge construction. The WSQ model ensures that participants actively process educational content rather than passively receiving information. The intervention is implemented in addition to the standard undergraduate patient safety curriculum and is specifically tailored to improve nursing students' competencies in fall risk assessment and fall prevention management.

Experimental Group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Volunteers from the 4th year students of the Nursing Faculty at İnönü University

You may not qualify if:

• Graduates of high school, associate's degree, or bachelor's degree programs in a health-related field
• Students who have enrolled in the 4th grade for the second time
• Students who do not have the technical means to access the online education platform
• Students who wish to withdraw from the research at any stage
• Students who do not participate in the training sessions
• Students who do not complete the data collection forms

Sponsors & Collaborators

• Inonu University: lead

Study Sites (1)

Inonu University Faculty of Nursing

Malatya, Turkey (Türkiye)

Location

Related Publications (9)

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  PMID: 29588829 BACKGROUND

• Elias S, Taylor K, Jenkins E, Robinson K, Tesfai Y, Han HR. Strategies to improve student engagement in online nursing education: A systematic review. Nurse Educ Today. 2025 Sep;152:106762. doi: 10.1016/j.nedt.2025.106762. Epub 2025 Apr 29.

  PMID: 40334548 BACKGROUND

• Chang CY, Chung MH, Yang JC. Facilitating nursing students' skill training in distance education via online game-based learning with the watch-summarize-question approach during the COVID-19 pandemic: A quasi-experimental study. Nurse Educ Today. 2022 Feb;109:105256. doi: 10.1016/j.nedt.2021.105256. Epub 2021 Dec 24.

  PMID: 34968932 BACKGROUND

• De Gagne JC, Randall PS, Koppel PD, Cho E, Blackwood ER, Kang HS. Online learning in nursing education: A 21st century bibliometric analysis. Nurse Educ Today. 2025 Aug;151:106740. doi: 10.1016/j.nedt.2025.106740. Epub 2025 Apr 8.

  PMID: 40222324 BACKGROUND

• Taskiran G, Eskin Bacaksiz F, Harmanci Seren AK. Psychometric testing of the Turkish version of the Health Professional Education in Patient Safety Survey: H-PEPSSTR. Nurse Educ Pract. 2020 Jan;42:102640. doi: 10.1016/j.nepr.2019.102640. Epub 2019 Nov 1.

  PMID: 31756625 BACKGROUND

• Kim YM, Yoon YS, Hong HC, Min A. Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Educ Today. 2019 Aug;79:180-187. doi: 10.1016/j.nedt.2019.05.033. Epub 2019 May 23.

  PMID: 31153088 BACKGROUND

• Eskici GT, Kanig M, Ugur E, Seren AKH. The Turkish version of the Patient Safety Competency Self-Evaluation Tool: A validity and reliability study. Nurse Educ Pract. 2021 Nov;57:103229. doi: 10.1016/j.nepr.2021.103229. Epub 2021 Oct 13.

  PMID: 34673387 BACKGROUND

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  PMID: 30877869 BACKGROUND

• Levett-Jones T, Andersen P, Bogossian F, Cooper S, Guinea S, Hopmans R, McKenna L, Pich J, Reid-Searl K, Seaton P. A cross-sectional survey of nursing students' patient safety knowledge. Nurse Educ Today. 2020 May;88:104372. doi: 10.1016/j.nedt.2020.104372. Epub 2020 Feb 19.

  PMID: 32143174 BACKGROUND

Study Officials

• Zeliha Cengiz, Associate Professor

  Inonu University Faculty of Nursing

  STUDY DIRECTOR

Central Study Contacts

Zeliha Cengiz, Associate Professor

CONTACT

+905433277494; zeliha.cengiz@inonu.edu.tr

Gözde Küçükkarakurt, Phd student

CONTACT

+905355272070; gozde_sayar@hotmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor Dr. Zeliha CENGİZ, Head of the Department of Nursing Principles

Model Details: Participants will be randomly assigned to two parallel groups (experimental and control) using block randomization. All participants will receive standard patient safety education included in the undergraduate nursing curriculum through face-to-face instruction. After this stage, only the experimental group will receive WSQ-based online fall prevention education. The WSQ education will include watching educational videos via an online platform, summarizing course content using researcher-provided materials, generating questions based on the learning content, and participating in an interactive online session where student-generated questions will be discussed to reinforce learning. Additionally, a forum integrated into the distance education system will support peer interaction, question-answer exchange, and collaborative learning. The control group will receive no additional intervention during the study period.

Study Record Dates

• First Submitted: February 17, 2026
• First Posted: February 24, 2026
• Study Start: February 27, 2026
• Primary Completion: June 7, 2026
• Study Completion: June 7, 2026
• Last Updated: February 24, 2026

Record last verified: 2026-02

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)