The Effect of Flipped Learning Approach

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

89 participants

Study Classification

INTERVENTIONAL

Study Start Date

2021-04-10

Study Completion Date

2021-06-30

Brief Summary

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

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Detailed Description

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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

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Healthy

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Explanatory sequential design, one of the mixed-method designs, was used.

Primary Study Purpose

OTHER

Blinding Strategy

SINGLE

Outcome Assessors

Study Groups

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Educational approach (Flipped learning) group

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

Group Type EXPERIMENTAL

Educational approach (Flipped learning)

Intervention Type OTHER

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.

Traditional education group

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

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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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.

Intervention Type OTHER

Eligibility Criteria

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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.

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes