NCT05361096

The Effect of Flipped Learning Approach

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

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 89 (actual)
• Sponsor: Gazi University · Academic / Other
• Sex: All
• Age: —
• Healthy volunteers: Accepted

Summary

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

Detailed 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.

Conditions

• Healthy

Interventions

Type	Name	Description
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.

Timeline

• Start date: 2021-04-10
• Primary completion: 2021-05-15
• Completion: 2021-06-30
• First posted: 2022-05-04
• Last updated: 2022-05-04

Locations

1 site across 1 country: Turkey (Türkiye)