FLIPPED CLASSROOM METHODS COMBINED WITH PROBLEM-BASED LEARNING ON NURSING STUDENTS

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

70 participants

Study Classification

INTERVENTIONAL

Study Start Date

2024-10-07

Study Completion Date

2025-01-20

Brief Summary

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Nurses need to develop critical thinking skills to be competent in flexible, personalized, and situation-specific problem solving in today's healthcare environment of rapid change and increasing information. This means that nursing education should prepare nursing students to meet the needs of patients, serve as leaders, develop scientific rigor for the benefit of patients, and make decisions based on critical thinking. In addition to transferring theoretical knowledge, nursing education is also very important in terms of putting students' knowledge into practice and improving students' comprehensive qualifications.

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Detailed Description

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One of these qualities is the fundamental responsibility of nurses to ensure patient safety. It is estimated that 421 million hospitalizations occur every year in the world. Approximately 7.42 million adverse events occur during these hospitalizations, and patient harm is the 14th leading cause of global mortality. Many universities are looking for teaching methods that can improve students' clinical decision-making abilities and self-directed learning in order to provide safe and quality nursing care. Lack of patient safety knowledge is one of the educational problems of nursing students leading to unsafe practices.Early education on patient safety is crucial in preparing nurses to be competent in patient care. Therefore, offering patient safety education courses at the undergraduate level using an innovative approach is important to improve patient safety and quality in nursing care.

Various innovative approaches are used in nursing education to improve students' critical thinking and problem-solving skills. These include team-based learning, concept mapping, case studies and problem-based learning (PBL) and flipped classroom model. In the flipped classroom model, students are presented with course materials prior to class and then class time is spent gaining in-depth understanding through interactive activities. Studies have shown that the flipped classroom model improves students' academic performance and satisfaction. However, compared to traditional lecture-based classes, reverse classes have been reported to be more effective in improving academic performance and course evaluation as well as developing engagement and higher-order thinking skills in nursing students. Problem-based learning (PBL), one of the important teaching methods that improve nursing students' clinical performance and critical thinking skills, can be used as an in-class activity in flipped classrooms. However, some studies indicate that the simple implementation of PBL instruction can challenge students' systematic understanding of the required knowledge and that this model is more difficult for students with low learning ability and performance, resulting in learning fatigue and worse learning outcomes than expected. Several studies have explored the combined use of reverse classrooms and PBL in nursing education. However, it is important to investigate how to maximize the impact of pre-course self-study to promote the development of students' abilities. Therefore, this study aims to determine the effect of patient safety education provided by combining the flipped classroom model with problem-based learning within the scope of nursing management course on nursing students' patient safety knowledge, attitudes and perceptions.

Conditions

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PROBLEM-BASED LEARNING NURSING STUDENTS FLIPPED CLASSROOM METHODS PATIENT SAFETY

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

OTHER

Blinding Strategy

NONE

Study Groups

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Didactic Group

In the first week of the clinical practice, the control group students were given patient safety training by the researcher using the classical didactic method on the same day and time as the intervention group students. After the training, a case test was applied to the students.

Group Type NO_INTERVENTION

No interventions assigned to this group

Flipped Group

In the first week of the clinical practice, the E-learning module prepared by the researchers within the scope of the flipped education method was shared with the intervention group students and all students were shown in a conference room. After the training, PBL modules (different cases related to patient safety for each group) were shared with the students divided into groups of 3-5 students within the scope of PBL and they were given one week to prepare. In the other weeks of the clinical practice, face-to-face case discussions were held with the groups. These case discussions lasted an average of 40 minutes.

Group Type EXPERIMENTAL

Flipped Method

Intervention Type BEHAVIORAL

In the first week of the clinical practice, the E-learning module prepared by the researchers within the scope of the flipped education method was shared with the intervention group students and all students were shown in a conference room. After the training, PBL modules (different cases related to patient safety for each group) were shared with the students divided into groups of 3-5 students within the scope of PBL and they were given one week to prepare. In the other weeks of the clinical practice, face-to-face case discussions were held with the groups. These case discussions lasted an average of 40 minutes.

Interventions

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Flipped Method

In the first week of the clinical practice, the E-learning module prepared by the researchers within the scope of the flipped education method was shared with the intervention group students and all students were shown in a conference room. After the training, PBL modules (different cases related to patient safety for each group) were shared with the students divided into groups of 3-5 students within the scope of PBL and they were given one week to prepare. In the other weeks of the clinical practice, face-to-face case discussions were held with the groups. These case discussions lasted an average of 40 minutes.

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* 2024-2025 Academic Year Fall Semester enrolled in the Nursing Management Lesson,
* agreed to participate in the study
* completed the data collection forms completely