Effects of Two Teaching Methods on Nursing Students' Attitudes Toward Medical Errors

NCT07822438 | Completed

• 1 other identifier: UHealthScience SemraAciksoz
• Study Type: interventional
• Target: 98
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of this study is to compare the effects of patient safety education delivered through the Pecha Kucha method, scenario-based teaching, and traditional teaching on nursing students' attitudes toward medical errors. Research Hypotheses: H1: Patient safety education delivered through the Pecha Kucha method significantly improves nursing students' attitudes toward medical errors. H2: Scenario-based patient safety education significantly improves nursing students' attitudes toward medical errors. H3: Nursing students who receive patient safety education through the Pecha Kucha method demonstrate significantly greater improvement in their attitudes toward medical errors than those in the control group. H4: Nursing students who receive scenario-based patient safety education demonstrate significantly greater improvement in their attitudes toward medical errors than those in the control group. H5: There is a significant difference between the Pecha Kucha method and scenario-based teaching in terms of changes in nursing students' attitudes toward medical errors. This study is designed as a three-arm, parallel-group, randomized controlled trial with a pretest-posttest design to evaluate the effects of two different teaching methods for patient safety education on nursing students' attitudes toward medical errors. Participants will be randomly assigned to one of the following three groups: Group 1 (Pecha Kucha Group): Participants will receive patient safety education delivered using the Pecha Kucha teaching method. Group 2 (Scenario-Based Learning Group): Participants will receive patient safety education delivered using a scenario-based teaching method. Group 3 (Control Group): Participants will receive patient safety education delivered using the traditional lecture-based teaching method, which represents the routine educational approach.

Conditions

Patient Safety Education and Nursing Students' Attitudes Toward Medical Errors

Keywords

Medical Errors; Nursing Students; Pecha Kucha; Scenario-Based Learning; Teaching Methods

Outcome Measures

Primary Outcomes (1)

• Medical Error Attitude Scale (MEAS)

  Participants' attitudes toward medical errors will be assessed using the Medical Error Attitude Scale (MEAS). Total scale scores will be compared among the Pecha Kucha, scenario-based learning, and control groups to evaluate the effectiveness of the educational interventions. The instrument consists of 16 items across three subscales: Perception of Medical Errors, Approach to Medical Errors, and Causes of Medical Errors. Each item is rated on a 5-point Likert scale, and the overall score ranges from 1 to 5. A mean score of 3 or higher indicates a positive attitude toward medical errors, whereas a score below 3 indicates a negative attitude. Higher scores indicate more positive attitudes toward medical error prevention, reporting, and patient safety.

  Baseline (before the intervention) and immediately after the intervention

Secondary Outcomes (1)

• Adult Education Satisfaction Scale (AESS)

  Immediately after the intervention

Study Arms (3)

Pecha Kucha Group

EXPERIMENTAL

Participants will receive patient safety education delivered using the Pecha Kucha teaching method. The intervention consists of a structured presentation format designed to promote active learning, engagement, and concise knowledge delivery.

Behavioral: Pecha Kucha-Based Patient Safety Education

Scenario-Based Learning Group

EXPERIMENTAL

Participants will receive patient safety education delivered using a scenario-based teaching method. The intervention incorporates realistic clinical scenarios to enhance critical thinking, clinical reasoning, and decision-making related to patient safety.

Behavioral: Scenario-Based Patient Safety Education

Control Group

ACTIVE COMPARATOR

Participants will receive patient safety education through the traditional lecture-based teaching method routinely used in the nursing curriculum.

Behavioral: Traditional Lecture-Based Patient Safety Education

Interventions

Pecha Kucha-Based Patient Safety Education BEHAVIORAL

Participants will receive patient safety education delivered using the Pecha Kucha teaching method. The intervention consists of a structured presentation format designed to promote active learning, engagement, and concise knowledge delivery.

Pecha Kucha Group

Scenario-Based Patient Safety Education BEHAVIORAL

Participants will receive patient safety education delivered using a scenario-based teaching method. The intervention incorporates realistic clinical scenarios to enhance critical thinking, clinical reasoning, and decision-making related to patient safety.

Scenario-Based Learning Group

Traditional Lecture-Based Patient Safety Education BEHAVIORAL

Participants will receive patient safety education through the traditional lecture-based teaching method routinely used in the nursing curriculum.

Control Group

Eligibility Criteria

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

You may qualify if:

• Being a first-year student at the University of Health Sciences, Hamidiye Faculty of Nursing
• Attending the "Ethics in Nursing" course
• Agreeing to participate in the study
• Being 18 years of age or older
• Not having previously taken a course on patient safety

You may not qualify if:

• Declining to participate in the study
• Wishing to withdraw from the study at any stage
• Incompletely filling out the study's data collection form.

Sponsors & Collaborators

• Saglik Bilimleri Universitesi: lead

Study Sites (1)

University of Health Sciences Turkey

Istanbul, Üsküdar, Turkey (Türkiye)

Location

Study Officials

• Semra Aciksoz

  University of Health Sciences Turkey, Hamidiye Faculty of Nursing

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: September 4, 2026
• First Posted: September 16, 2026
• Study Start: April 24, 2026
• Primary Completion: June 1, 2026
• Study Completion: July 1, 2026
• Last Updated: September 16, 2026

Record last verified: 2026-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)