The Effect of Flipped Learning Approach

Healthy Clinical Trial

Official title:

The Effect of Flipped Learning Approach on Nursing Students' Learning of Patient Safety: A Mixed Methods Study

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT05361096
• Other study ID #: GaziU-SBF-EE-01
• Status: Completed
• Phase: N/A
• Start date: April 10, 2021
• Est. completion date: June 30, 2021

Study information

• Verified date: April 2022
• Source: Gazi University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

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

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.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 89
• Est. completion date: June 30, 2021
• Est. primary completion date: May 15, 2021
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: N/A and older

Eligibility

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.

Related Conditions & MeSH terms

• Healthy

Intervention

Other:
• Educational approach (Flipped learning)
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.

Locations

Country	Name	City	State
Turkey	Gazi University Department of Health Sciences	Çankaya	Ankara

Sponsors (1)

Lead Sponsor	Collaborator
Gazi University

Country where clinical trial is conducted

Turkey, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	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).
Primary	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.
Primary	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.