Blended Learning for Patient Safety Education in Nursing and Midwifery Students

NCT07736755 | Completed

• 1 other identifier: BMAEU-BLPS-2026-01
• Study Type: interventional
• Target: 110
• Locations: 1 country
• Sites: 1

Brief Summary

Patient safety education is important for preparing nursing and midwifery students to recognize risks, prevent avoidable harm, and provide safe care. This study evaluated whether adding structured online learning activities to face-to-face patient safety education improved students' perceived patient safety competence and general self-efficacy. First-year nursing and midwifery students were assigned to either a blended learning group or a face-to-face education group. Both groups received the same patient safety content through four classroom sessions delivered over two weeks. The blended learning group also used online case scenarios, scientific articles, topic summaries, and other educational resources. Outcomes were assessed before the educational program, immediately after the program, and two weeks later. This completed educational intervention study was registered retrospectively following a journal editorial request.

Conditions

Patient Safety Education

Keywords

Blended Learning; Patient Safety Competence; Self-Efficacy; Nursing Students; Midwifery Students; Health Professions Education

Outcome Measures

Primary Outcomes (1)

• Patient Safety Competency Self-Evaluation Tool Total Mean Score

  Perceived patient safety competence was assessed using the Turkish version of the 41-item Patient Safety Competency Self-Evaluation Tool. Items are rated on a 5-point Likert scale, and items 38 and 39 are reverse scored. The total score is calculated as the mean of all item scores and ranges from 1 to 5, with higher scores indicating greater perceived patient safety competence.

  Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention

Secondary Outcomes (4)

• Patient Safety Competency Knowledge Domain Mean Score

  Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention

• Patient Safety Competency Skills Domain Mean Score

  Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention

• Patient Safety Competency Attitudes Domain Mean Score

  Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention

• General Self-Efficacy Scale Total Score

  Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention

Study Arms (2)

Blended Learning Group

EXPERIMENTAL

Participants received a two-week patient safety education program consisting of four 90-minute face-to-face classroom sessions and structured asynchronous online learning activities. The online component included patient safety case scenarios, selected scientific articles, researcher-prepared topic summaries, and supplementary educational resources. Online materials were integrated into classroom discussions and reinforced through instructor feedback.

Behavioral: Blended Patient Safety Education

Face-to-Face Education Group

ACTIVE COMPARATOR

Participants received the same two-week patient safety education content through four 90-minute face-to-face classroom sessions but did not have access to the online learning platform during the study. The educational topics, instructor, intervention period, and total face-to-face teaching time were the same as those provided to the blended learning group.

Behavioral: Face-to-Face Patient Safety Education

Interventions

Blended Patient Safety Education BEHAVIORAL

A two-week educational intervention comprising four 90-minute face-to-face classroom sessions combined with asynchronous online learning activities. The online component included two patient safety case scenarios, selected scientific articles, researcher-prepared topic summaries, and supplementary educational resources. The program addressed patient identification, medication safety, communication errors, infection prevention, fall prevention, adverse event reporting, and safety culture.

Blended Learning Group

Face-to-Face Patient Safety Education BEHAVIORAL

A two-week educational intervention comprising four 90-minute face-to-face classroom sessions. The program covered patient identification, medication safety, communication errors, infection prevention, fall prevention, adverse event reporting, and safety culture. Participants did not have access to the online learning platform during the study.

Face-to-Face Education Group

Eligibility Criteria

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

You may qualify if:

• Enrollment as a first-year nursing or midwifery student at the participating university during the 2025-2026 academic year
• No previous formal patient safety education
• Access to a computer, tablet, or smartphone with internet access
• Voluntary agreement to participate and provision of informed consent
• Completion of the baseline assessment

You may not qualify if:

• Previous formal patient safety education
• Lack of access to a computer, tablet, or smartphone with internet access
• Declining to participate or provide informed consent
• Failure to complete the baseline assessment
• Withdrawal before group allocation

Sponsors & Collaborators

• Mardin Artuklu University: lead
• Burdur Mehmet Akif Ersoy University: collaborator

Study Sites (1)

Faculty of Health Sciences, Burdur Mehmet Akif Ersoy University

Burdur, Burdur, 15030, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Masking Details: Participants and the instructor were not masked because of the nature of the educational intervention. Baseline assessments were completed before participants were informed of their group allocation.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: Participants were assigned in parallel to either a blended learning intervention group or a face-to-face education control group. Allocation was based on pre-existing student identification numbers within academic achievement strata after a lottery determined whether odd- or even-numbered identification numbers would correspond to the intervention group.

Study Record Dates

• First Submitted: July 27, 2026
• First Posted: July 30, 2026
• Study Start: May 15, 2026
• Primary Completion: June 12, 2026
• Study Completion: June 12, 2026
• Last Updated: July 30, 2026

Record last verified: 2026-07

Data Sharing

• IPD Sharing: Will share
• Time Frame: Data will be available beginning after publication of the study results and for five years following publication.
• Access Criteria: Researchers with a scientifically sound proposal may request access by contacting the corresponding author. Requests will be evaluated based on the purpose of the proposed use and compliance with ethical, confidentiality, and institutional requirements.

Locations

TU (1)