The Effect of Flipped Learning Approach

Gazi University

Status: Completed

Conditions: Healthy

Treatments: Other: Educational approach (Flipped learning)

Study type: Interventional

Funder types: Other

Identifiers

NCT05361096

GaziU-SBF-EE-01

Details and patient eligibility

About

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

Full 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.

Enrollment: 89 patients

Sex: All

Volunteers: Accepts Healthy Volunteers

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.

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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89 participants in 2 patient groups

Educational approach (Flipped learning) group

Experimental group

Description:

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

Treatment:

Other: Educational approach (Flipped learning)

Traditional education group

No Intervention group

Description:

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