Nursing StudentNCT05981456
Patient Safety Training With The Reverse Face Training Model
A study testing patient safety competency and satisfaction with the training method in people with Nursing Student and Flipped Education Model, run by Eastern Mediterranean University at 1 site in Cyprus.
Trial summary
Patient safety is one of the indispensable parts of nursing education. Educating future healthcare professionals about patient safety is very important in terms of providing safe and quality service. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Nursing Student, Flipped Education Model
- What is being tested?
- patient safety competency and satisfaction with the training method
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 94 participants
- Where
- 1 siteCyprus
- Study dates
- 25 Sep 2023to 30 May 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Being a 4th year student at Eastern Mediterranean University, Faculty of Health Sciences, Department of Nursing
- Volunteering to participate in the study,
- Studying in the Turkish department
Who cannot join
- -
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Flipped Education Model on Nursing Students' Patient Safety Competencies and Satisfaction With Education Method
Patient safety is one of the indispensable parts of nursing education. Educating future healthcare professionals about patient safety is very important in terms of providing safe and quality service. In order to include patient safety in the education of nursing students and to determine the effectiveness of the education given, it is necessary to regularly evaluate their knowledge, skills and attitudes about patient safety. At this point, this study was planned in order to increase the awareness of senior nursing students about patient safety before graduation, to evaluate their knowledge, skills and attitudes, to improve the quality of patient care after graduation, and to help minimize or eliminate the possibility of making medical errors. The aim of this study is to examine the effect of the flipped education model on the patient safety competencies of nursing students and their satisfaction with the education method.
Read the detailed description
The World Health Organization (WHO) defines patient safety as "the absence of preventable harm in the health care process and minimizing the unnecessary risks associated with health care service" . In addition, patient safety is the primary and indispensable condition of quality and qualified health services, and it refers to the avoidance of medical errors at every stage of health care by health institutions and employees in the institution and all the precautions taken in order to prevent the harm that health care services may cause to individuals. However, WHO reports that patients encounter many harmful situations while receiving health care services. It has been reported that one out of every ten patients suffers serious damage due to medical errors, and around ten million people are disabled or even lost their lives due to preventable malpractices worldwide every year. It is stated that the most common medical errors are related to drug administration, misuse of equipment and biological accidents. In studies conducted in the United States, it is emphasized that the number of deaths due to medical errors is higher than the number of deaths from traffic accidents, breast cancer or AIDS, and it is stated that medical errors that directly affect patient safety are ranked fifth among the causes of death. In Turkey, it has been reported that official records on patient safety are available to a limited extent, although many people die or become disabled due to medical errors each year. This situation further reveals the importance of the concept of patient safety.
Nurses, who serve their patients 24/7 in hospitals, work actively in all areas, can make quick decisions and think critically, have a key role in ensuring and maintaining patient safety. In order to actively ensure patient safety, nurses need to develop their knowledge, attitudes, skills and competencies regarding patient safety. At this point, the education that nurses have received since their student years is of great importance. During their education, student nurses are tried to gain theoretical and psychomotor skills with a traditional approach in classrooms, laboratory environments and clinics. However, due to the increasing number of students, lack of laboratory conditions, time constraints, and lack of teaching staff, the development of knowledge and skills of nursing students may be insufficient. Students who go to clinical practice before the desired level of knowledge and skill development is completed may encounter the situation of making medical mistakes for the first time, as they experience the anxiety of intervening with the real patient other than the model/mannequin, and also the anxiety of taking notes. In addition, they may witness medical malpractices during clinical practices. In the face of these situations that threaten patient safety, it is recommended that different education and training techniques should be applied in order for students to gain the correct knowledge, skills and attitudes, namely competency regarding patient safety. Because today, traditional learning methods are no longer sufficient to attract the attention of students. For this reason, in recent years, the flipped education model has been used together with the traditional education model in nursing education. The flipped education model is a model that covers different teaching methods and is effective on the academic success of students. Flipped education model; It is an innovative learning model blended as information and technology, supported by pre-class and in-class activities.In the flipped education model, the instructor shares the educational materials such as presentations and videos that he has prepared before the lesson with the student, and the students are required to come to the lesson by studying. It enables students to improve their knowledge and skills through activities such as group discussions, case presentations, and brainstorming. In the flipped education model, the instructor prepares the educational materials in line with the needs of the student, and in this education model, the student can study the educational materials personally at any time and place in a flexible time frame before coming to the lesson. In the flipped education model, the student actively participates in the lesson by using learning methods, while the instructor acts as a consultant and differs from the traditional learning model in these aspects. When the studies on the flipped education model and patient safety competency are examined in the literature; Kim et al. reported a significant increase in patient safety competency between pretest and posttest results in the study titled "The effects of a patient safety course using the flipped classroom approach among nursing undergraduate students: A quasi-experimental study". In other words, they stated that flipped education increases the patient safety knowledge, skills and attitudes of nursing students. Cho et al reported that simultaneous online patient safety education improved the knowledge and skills of nursing students in their study titled "The effect of online education on knowledge, attitudes and skills of nursing students in Korea: a mixed method study" . Torkaman et al. reported that patient safety education is partially effective in improving the patient safety competencies of nursing students in their study titled "The Effect of Patient Safety Education on the Patient Safety Competencies of Nursing Undergraduate Students". Fırat Kılıç and Cevheroğlu , in their study titled "Patient Safety Competencies of Nursing Students", reported that the knowledge, skills and attitudes of nursing students on patient safety were satisfactory and that the students got the lowest score from the patient safety competency scale in the knowledge sub-dimension. Huang et al. in their study "Self-reported confidence in patient safety competencies among Chinese nursing students: a multisite cross-sectional survey" stated that fourth-year nursing students had moderate patient safety competencies.
In conclusion, patient safety is one of the indispensable parts of nursing education. Educating future healthcare professionals about patient safety is very important in terms of providing safe and quality service. In order to include patient safety in the education of nursing students and to determine the effectiveness of the education given, it is necessary to regularly evaluate their knowledge, skills and attitudes about patient safety. At this point, this study was planned in order to increase the awareness of senior nursing students about patient safety before graduation, to evaluate their knowledge, skills and attitudes, to improve the quality of patient care after graduation, and to help minimize or eliminate the possibility of making medical errors. The aim of this study is to examine the effect of the flipped education model on the patient safety competencies of nursing students and their satisfaction with the education method.
- Conditions
- Nursing Student, Flipped Education Model
- Being tested
- patient safety competency, satisfaction with the training method
- Keywords
- nursing student,, patient safety,, flipped education model,, nursing education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
patient safety competencyOther
Investigation of the effect of patient safety education given with the flipped education model and traditional education model on the competence levels of the students.
satisfaction with the training methodOther
Investigation of the effect of patient safety education given with the flipped education model and traditional education model on the satisfaction levels of the students from the education methods.
| Study group | Role | What they receive |
|---|---|---|
| Flipped Educational Model | Experimental | Giving the subject of patient safety education with the flipped education model Receives: Other: patient safety competency; Other: satisfaction with the training method |
| Traditional Educatıonal Model | Active comparator | Giving the subject of patient safety education with the traditional education model Receives: Other: patient safety competency; Other: satisfaction with the training method |
What is being measured
The primary outcome is the main question the study is designed to answer.
The effect of patient safety training given with the flipped training model on patient safety competence
Patient safety competence scale will be used before and after patient safety training, which will be given with flipped training. The scale has a multidimensional structure, consisting of 3 dimensions, 12 factors and a total of 41 items. Item total score averages are used in the total scale and sub-dimensions. The minimum score that can be obtained from the scale and its sub-dimensions is 1 and the maximum score is 5. Items 38 and 39 of the scale are reverse items and should be reverse scored in the evaluation. Higher mean scores indicate that students have better knowledge, skills and attitude competencies regarding patient safety. Permission to use the scale was received by the author via e-mail.
Measured: 6 weeks
The effect of the patient safety training given with the flipped training model on the level of satisfaction
After the patient safety training, which will be given with the flipped training model, a satisfaction survey will be used from the training method.The survey consists of 16 propositions. One of these propositions is the proposition "In general, I am satisfied with this education method", which questions the level of satisfaction with education. Other propositions are generally composed of propositions that aim to determine the student's views on the contribution of the education method to the student's learning and professional life. It is determined that as the scale score increases, students' satisfaction with the education method increases, and as the average scale score decreases, their satisfaction with the education method decreases. In the evaluation of the scale, a minimum of 16 and a maximum of 80 points are given for students' satisfaction with educational methods. Permission to use the scale was received by the author via e-mail.
Measured: 6 weeks
The effect of patient safety education given with the traditional education model on patient safety competence
The patient safety competence scale will be used before and after the patient safety:training, which will be given with the traditional training model. Item total score averages are used in the total scale and sub-dimensions. The minimum score that can be obtained from the scale and its sub-dimensions is 1 and the maximum score is 5. Items 38 and 39 of the scale are reverse items and should be reverse scored in the evaluation. Higher mean scores indicate that students have better knowledge, skills and attitude competencies regarding patient safety. Since the tool is a multidimensional scale, the scale total, 3 dimensions and the score averages of the 12 factors are evaluated separately. Permission to use the scale was received by the author via e-mail.
Measured: 6 weeks
The effect of patient safety education given with the traditional education model on the level of satisfaction
A satisfaction survey will be used from the training method after the patient safety training, which will be given with the traditional training model.The survey consists of 16 propositions. One of these propositions is the proposition "In general, I am satisfied with this education method", which questions the level of satisfaction with education. Other propositions are generally composed of propositions that aim to determine the student's views on the contribution of the education method to the student's learning and professional life. It is determined that as the scale score increases, students' satisfaction with the education method increases, and as the average scale score decreases, their satisfaction with the education method decreases. In the evaluation of the scale, a minimum of 16 and a maximum of 80 points are given for students' satisfaction with educational methods. Permission to use the scale was received by the author via e-mail.
Measured: 6 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted8 Aug 2023
- Study start25 Sep 2023
- Primary completion30 Mar 2024
- Study completion30 May 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (11)Papers the sponsor has linked to this study.
- Other trials for Nursing StudentStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Crossover
- Model description
- randomized controlled trial
- Masking
- None (open label)
- Enrolment
- 94 participants (actual)
Sponsor and investigators
- Lead sponsor
- Eastern Mediterranean University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Vildan Budak, Eastern Mediterranean University
- Investigators
- Hülya F Kılıç, Assoc. Prof, Study director, Eastern Mediterranean University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05981456
- Sponsor's protocol ID
- Eastern EMU
- Status last verified
- Jun 2024
- First submitted
- 31 Jul 2023
- Last updated
- 1 Jul 2024
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: will be re-evaluated at the end of the study.
Publications
Stone R, Cooke M, Mitchell M. Undergraduate nursing students' use of video technology in developing confidence in clinical skills for practice: A systematic integrative literature review. Nurse Educ Today. 2020 Jan;84:104230. doi: 10.1016/j.nedt.2019.104230. Epub 2019 Oct 23.
PubMed 31689584Eskici GT, Kanig M, Ugur E, Seren AKH. The Turkish version of the Patient Safety Competency Self-Evaluation Tool: A validity and reliability study. Nurse Educ Pract. 2021 Nov;57:103229. doi: 10.1016/j.nepr.2021.103229. Epub 2021 Oct 13.
PubMed 34673387Gurpinar E, Alimoglu MK, Mamakli S, Aktekin M. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education? Adv Physiol Educ. 2010 Dec;34(4):192-6. doi: 10.1152/advan.00075.2010.
PubMed 21098386Svitlica BB, Sajnovic M, Simin D, Ivetic J, Milutinovic D. Patient safety: Knowledge and attitudes of medical and nursing students: Cross-sectional study. Nurse Educ Pract. 2021 May;53:103089. doi: 10.1016/j.nepr.2021.103089. Epub 2021 May 18.
PubMed 34049090Huang FF, Shen XY, Chen XL, He LP, Huang SF, Li JX. Self-reported confidence in patient safety competencies among Chinese nursing students: a multi-site cross-sectional survey. BMC Med Educ. 2020 Jan 31;20(1):32. doi: 10.1186/s12909-020-1945-8.
PubMed 32005224Firat Kilic H, Cevheroglu S. Patient safety competencies of nursing students. Nurse Educ Today. 2023 Feb;121:105666. doi: 10.1016/j.nedt.2022.105666. Epub 2022 Nov 29.
PubMed 36463791Torkaman M, Sabzi A, Farokhzadian J. The Effect of Patient Safety Education on Undergraduate Nursing Students' Patient Safety Competencies. Community Health Equity Res Policy. 2022 Jan;42(2):219-224. doi: 10.1177/0272684X20974214. Epub 2020 Nov 26.
PubMed 33241983Cho DB, Lee W, Kim SY, Choi S. Effect of online education on the knowledge on, attitudes towards, and skills in patient safety for nursing students in Korea: a mixed-methods study. J Educ Eval Health Prof. 2022;19:14. doi: 10.3352/jeehp.2022.19.14. Epub 2022 Jun 30.
PubMed 35918141Kim YM, Yoon YS, Hong HC, Min A. Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Educ Today. 2019 Aug;79:180-187. doi: 10.1016/j.nedt.2019.05.033. Epub 2019 May 23.
PubMed 31153088Park I, Suh Y. Meta-Analysis of Flipped Learning Effects in Nursing Education. Int J Environ Res Public Health. 2021 Dec 5;18(23):12814. doi: 10.3390/ijerph182312814.
PubMed 34886540Budak V, Kilic HF, Cevheroglu S. The Impact of a Flipped Learning on Nursing Students' Patient Safety Competencies and Satisfaction With the Education Method: A Randomized Controlled Trial. Nurs Health Sci. 2025 Mar;27(1):e70068. doi: 10.1111/nhs.70068.
PubMed 40012009
Study at a glance
From the registry record, last updated by the sponsor on 1 Jul 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Flipped Education Model on Nursing Students' Patient Safety Competencies and Satisfaction With Education Method
- ClinicalTrials.gov ID
- NCT05981456
- Acronym / sponsor ID
- Eastern EMU
- Conditions
- Nursing Student, Flipped Education Model
- Keywords
- nursing student,, patient safety,, flipped education model,, nursing education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 94 participants (actual)
- Lead sponsor
- Eastern Mediterranean UniversityUniversity, hospital or other
- Study start
- 25 Sep 2023 (actual)
- Primary completion
- 30 Mar 2024 (actual)
- Study completion
- 30 May 2024 (actual)
- First posted
- 8 Aug 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Patient safety is one of the indispensable parts of nursing education. Educating future healthcare professionals about patient safety is very important in terms of providing safe and quality service. In order to include patient safety in the education of nursing students and to determine the effectiveness of the education given, it is necessary to regularly evaluate their knowledge, skills and attitudes about patient safety. At this point, this study was planned in order to increase the awareness of senior nursing students about patient safety before graduation, to evaluate their knowledge, skills and attitudes, to improve the quality of patient care after graduation, and to help minimize or eliminate the possibility of making medical errors. The aim of this study is to examine the effect of the flipped education model on the patient safety competencies of nursing students and their satisfaction with the education method.
Detailed description
The World Health Organization (WHO) defines patient safety as "the absence of preventable harm in the health care process and minimizing the unnecessary risks associated with health care service" . In addition, patient safety is the primary and indispensable condition of quality and qualified health services, and it refers to the avoidance of medical errors at every stage of health care by health institutions and employees in the institution and all the precautions taken in order to prevent the harm that health care services may cause to individuals. However, WHO reports that patients encounter many harmful situations while receiving health care services. It has been reported that one out of every ten patients suffers serious damage due to medical errors, and around ten million people are disabled or even lost their lives due to preventable malpractices worldwide every year. It is stated that the most common medical errors are related to drug administration, misuse of equipment and biological accidents. In studies conducted in the United States, it is emphasized that the number of deaths due to medical errors is higher than the number of deaths from traffic accidents, breast cancer or AIDS, and it is stated that medical errors that directly affect patient safety are ranked fifth among the causes of death. In Turkey, it has been reported that official records on patient safety are available to a limited extent, although many people die or become disabled due to medical errors each year. This situation further reveals the importance of the concept of patient safety.
Nurses, who serve their patients 24/7 in hospitals, work actively in all areas, can make quick decisions and think critically, have a key role in ensuring and maintaining patient safety. In order to actively ensure patient safety, nurses need to develop their knowledge, attitudes, skills and competencies regarding patient safety. At this point, the education that nurses have received since their student years is of great importance. During their education, student nurses are tried to gain theoretical and psychomotor skills with a traditional approach in classrooms, laboratory environments and clinics. However, due to the increasing number of students, lack of laboratory conditions, time constraints, and lack of teaching staff, the development of knowledge and skills of nursing students may be insufficient. Students who go to clinical practice before the desired level of knowledge and skill development is completed may encounter the situation of making medical mistakes for the first time, as they experience the anxiety of intervening with the real patient other than the model/mannequin, and also the anxiety of taking notes. In addition, they may witness medical malpractices during clinical practices. In the face of these situations that threaten patient safety, it is recommended that different education and training techniques should be applied in order for students to gain the correct knowledge, skills and attitudes, namely competency regarding patient safety. Because today, traditional learning methods are no longer sufficient to attract the attention of students. For this reason, in recent years, the flipped education model has been used together with the traditional education model in nursing education. The flipped education model is a model that covers different teaching methods and is effective on the academic success of students. Flipped education model; It is an innovative learning model blended as information and technology, supported by pre-class and in-class activities.In the flipped education model, the instructor shares the educational materials such as presentations and videos that he has prepared before the lesson with the student, and the students are required to come to the lesson by studying. It enables students to improve their knowledge and skills through activities such as group discussions, case presentations, and brainstorming. In the flipped education model, the instructor prepares the educational materials in line with the needs of the student, and in this education model, the student can study the educational materials personally at any time and place in a flexible time frame before coming to the lesson. In the flipped education model, the student actively participates in the lesson by using learning methods, while the instructor acts as a consultant and differs from the traditional learning model in these aspects. When the studies on the flipped education model and patient safety competency are examined in the literature; Kim et al. reported a significant increase in patient safety competency between pretest and posttest results in the study titled "The effects of a patient safety course using the flipped classroom approach among nursing undergraduate students: A quasi-experimental study". In other words, they stated that flipped education increases the patient safety knowledge, skills and attitudes of nursing students. Cho et al reported that simultaneous online patient safety education improved the knowledge and skills of nursing students in their study titled "The effect of online education on knowledge, attitudes and skills of nursing students in Korea: a mixed method study" . Torkaman et al. reported that patient safety education is partially effective in improving the patient safety competencies of nursing students in their study titled "The Effect of Patient Safety Education on the Patient Safety Competencies of Nursing Undergraduate Students". Fırat Kılıç and Cevheroğlu , in their study titled "Patient Safety Competencies of Nursing Students", reported that the knowledge, skills and attitudes of nursing students on patient safety were satisfactory and that the students got the lowest score from the patient safety competency scale in the knowledge sub-dimension. Huang et al. in their study "Self-reported confidence in patient safety competencies among Chinese nursing students: a multisite cross-sectional survey" stated that fourth-year nursing students had moderate patient safety competencies.
In conclusion, patient safety is one of the indispensable parts of nursing education. Educating future healthcare professionals about patient safety is very important in terms of providing safe and quality service. In order to include patient safety in the education of nursing students and to determine the effectiveness of the education given, it is necessary to regularly evaluate their knowledge, skills and attitudes about patient safety. At this point, this study was planned in order to increase the awareness of senior nursing students about patient safety before graduation, to evaluate their knowledge, skills and attitudes, to improve the quality of patient care after graduation, and to help minimize or eliminate the possibility of making medical errors. The aim of this study is to examine the effect of the flipped education model on the patient safety competencies of nursing students and their satisfaction with the education method.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Crossover
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- randomized controlled trial
| Arm | Type | Receives |
|---|---|---|
| Flipped Educational Model | Experimental | Other: patient safety competency, Other: satisfaction with the training methodGiving the subject of patient safety education with the flipped education model |
| Traditional Educatıonal Model | Active comparator | Other: patient safety competency, Other: satisfaction with the training methodGiving the subject of patient safety education with the traditional education model |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- Being a 4th year student at Eastern Mediterranean University, Faculty of Health Sciences, Department of Nursing
- Volunteering to participate in the study,
- Studying in the Turkish department
Key exclusion criteria (1 listed)
- -
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| patient safety competencyInvestigation of the effect of patient safety education given with the flipped education model and traditional education model on the competence levels of the students. | Other | Flipped Educational Model, Traditional Educatıonal Model |
| satisfaction with the training methodInvestigation of the effect of patient safety education given with the flipped education model and traditional education model on the satisfaction levels of the students from the education methods. | Other | Flipped Educational Model, Traditional Educatıonal Model |
Primary outcome
The effect of patient safety training given with the flipped training model on patient safety competence
Time frame: 6 weeks
Patient safety competence scale will be used before and after patient safety training, which will be given with flipped training. The scale has a multidimensional structure, consisting of 3 dimensions, 12 factors and a total of 41 items. Item total score averages are used in the total scale and sub-dimensions. The minimum score that can be obtained from the scale and its sub-dimensions is 1 and the maximum score is 5. Items 38 and 39 of the scale are reverse items and should be reverse scored in the evaluation. Higher mean scores indicate that students have better knowledge, skills and attitude competencies regarding patient safety. Permission to use the scale was received by the author via e-mail.
The effect of the patient safety training given with the flipped training model on the level of satisfaction
Time frame: 6 weeks
After the patient safety training, which will be given with the flipped training model, a satisfaction survey will be used from the training method.The survey consists of 16 propositions. One of these propositions is the proposition "In general, I am satisfied with this education method", which questions the level of satisfaction with education. Other propositions are generally composed of propositions that aim to determine the student's views on the contribution of the education method to the student's learning and professional life. It is determined that as the scale score increases, students' satisfaction with the education method increases, and as the average scale score decreases, their satisfaction with the education method decreases. In the evaluation of the scale, a minimum of 16 and a maximum of 80 points are given for students' satisfaction with educational methods. Permission to use the scale was received by the author via e-mail.
The effect of patient safety education given with the traditional education model on patient safety competence
Time frame: 6 weeks
The patient safety competence scale will be used before and after the patient safety:training, which will be given with the traditional training model. Item total score averages are used in the total scale and sub-dimensions. The minimum score that can be obtained from the scale and its sub-dimensions is 1 and the maximum score is 5. Items 38 and 39 of the scale are reverse items and should be reverse scored in the evaluation. Higher mean scores indicate that students have better knowledge, skills and attitude competencies regarding patient safety. Since the tool is a multidimensional scale, the scale total, 3 dimensions and the score averages of the 12 factors are evaluated separately. Permission to use the scale was received by the author via e-mail.
The effect of patient safety education given with the traditional education model on the level of satisfaction
Time frame: 6 weeks
A satisfaction survey will be used from the training method after the patient safety training, which will be given with the traditional training model.The survey consists of 16 propositions. One of these propositions is the proposition "In general, I am satisfied with this education method", which questions the level of satisfaction with education. Other propositions are generally composed of propositions that aim to determine the student's views on the contribution of the education method to the student's learning and professional life. It is determined that as the scale score increases, students' satisfaction with the education method increases, and as the average scale score decreases, their satisfaction with the education method decreases. In the evaluation of the scale, a minimum of 16 and a maximum of 80 points are given for students' satisfaction with educational methods. Permission to use the scale was received by the author via e-mail.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 1 Jul 2024.
- Results publication: PubMed 31689584Stone R, Cooke M, Mitchell M. Undergraduate nursing students' use of video technology in developing confidence in clinical skills for practice: A systematic integrative literature review. Nurse Educ Today. 2020 Jan;84:104230. doi: 10.1016/j.nedt.2019.104230. Epub 2019 Oct 23.
- Results publication: PubMed 34673387Eskici GT, Kanig M, Ugur E, Seren AKH. The Turkish version of the Patient Safety Competency Self-Evaluation Tool: A validity and reliability study. Nurse Educ Pract. 2021 Nov;57:103229. doi: 10.1016/j.nepr.2021.103229. Epub 2021 Oct 13.
- Results publication: PubMed 21098386Gurpinar E, Alimoglu MK, Mamakli S, Aktekin M. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education? Adv Physiol Educ. 2010 Dec;34(4):192-6. doi: 10.1152/advan.00075.2010.
- Results publication: PubMed 34049090Svitlica BB, Sajnovic M, Simin D, Ivetic J, Milutinovic D. Patient safety: Knowledge and attitudes of medical and nursing students: Cross-sectional study. Nurse Educ Pract. 2021 May;53:103089. doi: 10.1016/j.nepr.2021.103089. Epub 2021 May 18.
- Results publication: PubMed 32005224Huang FF, Shen XY, Chen XL, He LP, Huang SF, Li JX. Self-reported confidence in patient safety competencies among Chinese nursing students: a multi-site cross-sectional survey. BMC Med Educ. 2020 Jan 31;20(1):32. doi: 10.1186/s12909-020-1945-8.
- Results publication: PubMed 36463791Firat Kilic H, Cevheroglu S. Patient safety competencies of nursing students. Nurse Educ Today. 2023 Feb;121:105666. doi: 10.1016/j.nedt.2022.105666. Epub 2022 Nov 29.
- Results publication: PubMed 33241983Torkaman M, Sabzi A, Farokhzadian J. The Effect of Patient Safety Education on Undergraduate Nursing Students' Patient Safety Competencies. Community Health Equity Res Policy. 2022 Jan;42(2):219-224. doi: 10.1177/0272684X20974214. Epub 2020 Nov 26.
- Results publication: PubMed 35918141Cho DB, Lee W, Kim SY, Choi S. Effect of online education on the knowledge on, attitudes towards, and skills in patient safety for nursing students in Korea: a mixed-methods study. J Educ Eval Health Prof. 2022;19:14. doi: 10.3352/jeehp.2022.19.14. Epub 2022 Jun 30.
- Results publication: PubMed 31153088Kim YM, Yoon YS, Hong HC, Min A. Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Educ Today. 2019 Aug;79:180-187. doi: 10.1016/j.nedt.2019.05.033. Epub 2019 May 23.
- Results publication: PubMed 34886540Park I, Suh Y. Meta-Analysis of Flipped Learning Effects in Nursing Education. Int J Environ Res Public Health. 2021 Dec 5;18(23):12814. doi: 10.3390/ijerph182312814.
- Derived from this study: PubMed 40012009Budak V, Kilic HF, Cevheroglu S. The Impact of a Flipped Learning on Nursing Students' Patient Safety Competencies and Satisfaction With the Education Method: A Randomized Controlled Trial. Nurs Health Sci. 2025 Mar;27(1):e70068. doi: 10.1111/nhs.70068.
- Individual participant dataSharing planned: No. will be re-evaluated at the end of the study.
Related trials for Nursing Student
Active, not recruiting
Enhancing Male Nursing Students' Competence in Maternity Care: A Quasi-Experimental Study in Egypt
Maternity Nursing Obstetric Nursing Clinical Competence Education, Nursing Simulation Training
Not yet recruiting
A Multidimensional Intervention to Improve Ethical Decision-Making Competence Among Nursing Student Interns: A Randomized Controlled Trial
Ethical Decision-Making Competence in Nursing Student Interns
Not yet recruitingObservational study
"The Relationship Between Nursing Students' Perceptions of the Clinical Learning Environment and Their Person-Centered Care Competency"
Education Nursing
Not yet recruiting
HMD-Based Virtual Reality Simulation in Nursing Skills Education
Nursing Education Research, Nursing Education
Not yet recruiting
The Effect Of Low-Fidelity Simulation Education Pressure Injuries
Nursing Education Research, Simulation Based Learning
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Hülya F Kılıç, Assoc. Prof study director
Eastern Mediterranean University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing patient safety competency and satisfaction with the training method in people with Nursing Student and Flipped Education Model, run by Eastern Mediterranean University at 1 site in Cyprus.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 1 Jul 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Cyprus. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
The effect of patient safety training given with the flipped training model on patient safety competence (time frame: 6 weeks). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05981456, which also lists 11 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 1 Jul 2024.