Problem-based Learning in Nursing EducationNCT07435558
Homogeneous vs. Heterogeneous Learning Style Grouping in Problem-Based Learning Among Nurses
A study testing Homogeneous FSLSM-Based PBL Grouping and Heterogeneous FSLSM-Based PBL Grouping in people with Problem-based Learning in Nursing Education and Nurses, run by Shahid Beheshti University of Medical Sciences.
Trial summary
Problem-based learning (PBL) is a learner-centered educational approach that helps nurses improve clinical skills through group discussion, case analysis, and collaborative problem-solving. However, the way participants are assigned to learning groups may influence how effectively they learn. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Problem-based Learning in Nursing Education, Nurses, Randomized Clinical Trial
- What is being tested?
- Homogeneous FSLSM-Based PBL Grouping and Heterogeneous FSLSM-Based PBL Grouping
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 78 participants
- Where
- No sites listed yet
- Study dates
- 7 Mar 2026to 15 Jul 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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
- written informed consent;
- at least one year of clinical nursing experience;
- availability to attend all scheduled workshop sessions (no planned extended leave during the intervention period);
- completion of the Index of Learning Styles (ILS) questionnaire and availability of valid ILS scores for group allocation
Who cannot join
- attendance in a similar PBL or patient-safety educational program within the previous 6-12 months;
- significant uncorrectable hearing or vision impairment or severe cognitive/psychiatric condition that precluded participation;
- concurrent participation in another interventional study likely to affect study outcomes;
- repeated non-attendance (>2 missed sessions) or voluntary withdrawal after randomization.
About this study
Official title: Effect of Homogeneous and Heterogeneous Grouping Based on the Felder-Silverman Learning Style Model on Problem-Based Learning Outcomes Among Nurses: A Parallel Randomized Clinical Trial
Problem-based learning (PBL) is a learner-centered educational approach that helps nurses improve clinical skills through group discussion, case analysis, and collaborative problem-solving. However, the way participants are assigned to learning groups may influence how effectively they learn. Differences in learning styles among group members can affect participation, confidence, interaction quality, and knowledge retention.
The Felder-Silverman Learning Style Model (FSLSM) is a widely used framework that categorizes learners based on how they perceive, process, and understand information (e.g., active vs. reflective, visual vs. verbal). Organizing PBL groups according to similarities or differences in these learning styles may lead to different educational outcomes.
Read more
This study is a parallel, two-arm randomized controlled clinical trial designed to compare the effects of homogeneous grouping (participants with similar learning styles placed in the same group) versus heterogeneous grouping (participants with diverse learning styles placed in the same group) on PBL outcomes among hospital nurses.
Registered nurses employed in teaching hospitals affiliated with Shahid Beheshti University of Medical Sciences are randomly assigned to one of the two grouping strategies. All participants receive the same PBL curriculum focused on patient safety and medication safety. The only difference between groups is the method used to form discussion teams.
The primary outcome is medication safety competence, measured using a validated questionnaire. Secondary outcomes include clinical reasoning competence and nursing care quality. Outcomes are assessed at baseline, immediately after the intervention, and eight weeks later to evaluate both immediate effects and short-term retention.
The findings of this study are expected to clarify whether grouping nurses based on similar or diverse learning styles leads to better improvement and retention of critical clinical competencies. Results may help educators design more effective PBL programs in nursing education and clinical training settings.
- Being tested
- Homogeneous FSLSM-Based PBL Grouping, Heterogeneous FSLSM-Based PBL Grouping
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Homogeneous FSLSM-Based PBL GroupingBehavioural
An 8-session problem-based learning workshop delivered over six weeks focusing on patient safety culture, medication safety, root cause analysis, human factors, team communication, error disclosure, and risk management. Groups are formed to ensure similarity in learning style profiles according to Index of Learning Styles (ILS) scores. Sessions include case discussions, role-play, team-based tasks, brief simulations, and group presentations. Facilitators follow standardized guides.
Heterogeneous FSLSM-Based PBL GroupingBehavioural
An 8-session problem-based learning workshop delivered over six weeks focusing on patient safety and related competencies. Group composition is determined using an Artificial Bee Colony optimization algorithm to maximize diversity of learning style profiles while maintaining balance across groups. Educational materials, facilitators, and learning activities are identical to the homogeneous arm.
| Study group | Role | What they receive |
|---|---|---|
| Homogeneous FSLSM-Based Grouping | Experimental | Participants receive a standardized problem-based learning (PBL) curriculum on patient safety and medication safety. Discussion groups are formed using a homogeneous grouping strategy based on the Felder-Silverman Learning Style Model (FSLSM). Nurses are assigned to 7-member groups in which members share similar learning style preferences in at least three of the four FSLSM dimensions (Active/Reflective; Sensing/Intuitive; Visual/Verbal; Sequential/Global). All educational content, cases, facilitators, and session formats are identical to the comparison arm; only the group formation strategy differs. Receives: Behavioral: Homogeneous FSLSM-Based PBL Grouping |
| Heterogeneous FSLSM-Based Grouping | Experimental | Participants receive the same standardized problem-based learning (PBL) curriculum as the comparison arm. Discussion groups are formed using a heterogeneous grouping strategy based on the Felder-Silverman Learning Style Model (FSLSM). Nurses are assigned to 7-member groups designed to maximize diversity of learning styles across the four FSLSM dimensions. The only difference between study arms is the method of group formation. Receives: Behavioral: Heterogeneous FSLSM-Based PBL Grouping |
What is being measured
The primary outcome is the main question the study is designed to answer.
Medication Safety Competence
Medication safety competence is measured using the Persian version of the Medication Safety Competence Scale (MSCS), a 36-item self-report questionnaire assessing skills related to medication error prevention, accurate drug calculation and administration, identification of drug interactions, and error reporting. Items are rated on a 5-point Likert scale. Total scores range from 36 to 180, with higher scores indicating greater medication safety competence.
Measured: Baseline (T0), Immediately Post-Intervention (within 1 week after final session, T1), and 8 Weeks Post-Intervention (T2)
Secondary outcomes (2)
Clinical Reasoning Competence
Clinical reasoning competence is measured using the Persian version of the Clinical Reasoning Competence Scale for Nurses (CRCSN). This 22-item instrument evaluates three domains: Plan Setting, Intervention Strategy Regulation, and Self-Instruction. Items are rated on a 5-point Likert scale. Higher total scores indicate greater clinical reasoning competence.
Measured: Baseline (T0), Immediately Post-Intervention (T1), and 8 Weeks Post-Intervention (T2)
Nursing Care Quality
Nursing care quality is measured using the Persian version of the Nursing Care Quality Scale (CNCQS), a 35-item self-report instrument covering six domains: patient outcomes, ethical activities, nursing task requirements, nurse characteristics, nursing process advancement, and physical environment. Items are rated on a 5-point Likert scale. Total scores range from 35 to 175, with higher scores indicating better perceived nursing care quality.
Measured: Baseline (T0), Immediately Post-Intervention (T1), and 8 Weeks Post-Intervention (T2)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted27 Feb 2026
- Study start7 Mar 2026 (estimated)
- Primary completion30 Jun 2026 (estimated)
- Study completion15 Jul 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Problem-based Learning in Nursing EducationStudies 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
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 78 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Shahid Beheshti University of Medical Sciences
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Sogand Sarmadi, Shahid Beheshti University of Medical Sciences
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07435558
- Sponsor's protocol ID
- IR.SBMU.PHARMACY.REC.1404.253
- Status last verified
- Feb 2026
- First submitted
- 22 Feb 2026
- Last updated
- 2 Mar 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided: At this time, the study team has not yet decided whether individual participant data (IPD) will be shared. If sharing is planned in the future, the data will include de-identified clinical data collected during the study.
Study at a glance
From the registry record, last updated by the sponsor on 2 Mar 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effect of Homogeneous and Heterogeneous Grouping Based on the Felder-Silverman Learning Style Model on Problem-Based Learning Outcomes Among Nurses: A Parallel Randomized Clinical Trial
- ClinicalTrials.gov ID
- NCT07435558
- Acronym / sponsor ID
- IR.SBMU.PHARMACY.REC.1404.253
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 78 participants (estimated)
- Lead sponsor
- Shahid Beheshti University of Medical SciencesUniversity, hospital or other
- Study start
- 7 Mar 2026 (estimated)
- Primary completion
- 30 Jun 2026 (estimated)
- Study completion
- 15 Jul 2026 (estimated)
- First posted
- 27 Feb 2026 (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.
Problem-based learning (PBL) is a learner-centered educational approach that helps nurses improve clinical skills through group discussion, case analysis, and collaborative problem-solving. However, the way participants are assigned to learning groups may influence how effectively they learn. Differences in learning styles among group members can affect participation, confidence, interaction quality, and knowledge retention.
The Felder-Silverman Learning Style Model (FSLSM) is a widely used framework that categorizes learners based on how they perceive, process, and understand information (e.g., active vs. reflective, visual vs. verbal). Organizing PBL groups according to similarities or differences in these learning styles may lead to different educational outcomes.
This study is a parallel, two-arm randomized controlled clinical trial designed to compare the effects of homogeneous grouping (participants with similar learning styles placed in the same group) versus heterogeneous grouping (participants with diverse learning styles placed in the same group) on PBL outcomes among hospital nurses.
Registered nurses employed in teaching hospitals affiliated with Shahid Beheshti University of Medical Sciences are randomly assigned to one of the two grouping strategies. All participants receive the same PBL curriculum focused on patient safety and medication safety. The only difference between groups is the method used to form discussion teams.
The primary outcome is medication safety competence, measured using a validated questionnaire. Secondary outcomes include clinical reasoning competence and nursing care quality. Outcomes are assessed at baseline, immediately after the intervention, and eight weeks later to evaluate both immediate effects and short-term retention.
The findings of this study are expected to clarify whether grouping nurses based on similar or diverse learning styles leads to better improvement and retention of critical clinical competencies. Results may help educators design more effective PBL programs in nursing education and clinical training settings.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Homogeneous FSLSM-Based Grouping | Experimental | Behavioral: Homogeneous FSLSM-Based PBL GroupingParticipants receive a standardized problem-based learning (PBL) curriculum on patient safety and medication safety. Discussion groups are formed using a homogeneous grouping strategy based on the Felder-Silverman Learning Style Model (FSLSM). Nurses are assigned to 7-member groups in which members share similar learning style preferences in at least three of the four FSLSM dimensions (Active/Reflective; Sensing/Intuitive; Visual/Verbal; Sequential/Global). All educational content, cases, facilitators, and session formats are identical to the comparison arm; only the group formation strategy differs. |
| Heterogeneous FSLSM-Based Grouping | Experimental | Behavioral: Heterogeneous FSLSM-Based PBL GroupingParticipants receive the same standardized problem-based learning (PBL) curriculum as the comparison arm. Discussion groups are formed using a heterogeneous grouping strategy based on the Felder-Silverman Learning Style Model (FSLSM). Nurses are assigned to 7-member groups designed to maximize diversity of learning styles across the four FSLSM dimensions. The only difference between study arms is the method of group formation. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (4 listed)
- written informed consent;
- at least one year of clinical nursing experience;
- availability to attend all scheduled workshop sessions (no planned extended leave during the intervention period);
- completion of the Index of Learning Styles (ILS) questionnaire and availability of valid ILS scores for group allocation
Key exclusion criteria (4 listed)
- attendance in a similar PBL or patient-safety educational program within the previous 6-12 months;
- significant uncorrectable hearing or vision impairment or severe cognitive/psychiatric condition that precluded participation;
- concurrent participation in another interventional study likely to affect study outcomes;
- repeated non-attendance (>2 missed sessions) or voluntary withdrawal after randomization.
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 |
|---|---|---|
| Homogeneous FSLSM-Based PBL GroupingAn 8-session problem-based learning workshop delivered over six weeks focusing on patient safety culture, medication safety, root cause analysis, human factors, team communication, error disclosure, and risk management. Groups are formed to ensure similarity in learning style profiles according to Index of Learning Styles (ILS) scores. Sessions include case discussions, role-play, team-based tasks, brief simulations, and group presentations. Facilitators follow standardized guides. | Behavioural | Homogeneous FSLSM-Based Grouping |
| Heterogeneous FSLSM-Based PBL GroupingAn 8-session problem-based learning workshop delivered over six weeks focusing on patient safety and related competencies. Group composition is determined using an Artificial Bee Colony optimization algorithm to maximize diversity of learning style profiles while maintaining balance across groups. Educational materials, facilitators, and learning activities are identical to the homogeneous arm. | Behavioural | Heterogeneous FSLSM-Based Grouping |
Primary outcome
Medication Safety Competence
Time frame: Baseline (T0), Immediately Post-Intervention (within 1 week after final session, T1), and 8 Weeks Post-Intervention (T2)
Medication safety competence is measured using the Persian version of the Medication Safety Competence Scale (MSCS), a 36-item self-report questionnaire assessing skills related to medication error prevention, accurate drug calculation and administration, identification of drug interactions, and error reporting. Items are rated on a 5-point Likert scale. Total scores range from 36 to 180, with higher scores indicating greater medication safety competence.
2 secondary outcomes
Clinical Reasoning Competence
Time frame: Baseline (T0), Immediately Post-Intervention (T1), and 8 Weeks Post-Intervention (T2)
Nursing Care Quality
Time frame: Baseline (T0), Immediately Post-Intervention (T1), and 8 Weeks Post-Intervention (T2)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 2 Mar 2026.
- Individual participant dataSharing planned: Undecided. At this time, the study team has not yet decided whether individual participant data (IPD) will be shared. If sharing is planned in the future, the data will include de-identified clinical data collected during the study.
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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.
The record lists no contact. Use the official record to reach the sponsor.
Questions about this trial
What is this clinical trial studying?
A study testing Homogeneous FSLSM-Based PBL Grouping and Heterogeneous FSLSM-Based PBL Grouping in people with Problem-based Learning in Nursing Education and Nurses, run by Shahid Beheshti University of Medical Sciences.
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 4 inclusion and 4 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: opening soon, as of the sponsor's last update on 2 Mar 2026. Status can change between updates, so confirm with the study contact before making plans.
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?
This study is still under way. Results are not available in the source record yet.
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?
Medication Safety Competence (time frame: Baseline (T0), Immediately Post-Intervention (within 1 week after final session, T1), and 8 Weeks Post-Intervention (T2)). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 2 Mar 2026.