Patient Safety EducationNCT07736755
Blended Learning for Patient Safety Education in Nursing and Midwifery Students
A study testing Blended Patient Safety Education and Face-to-Face Patient Safety Education in people with Patient Safety Education, run by Mardin Artuklu University at 1 site in Turkey (Türkiye).
Trial summary
Patient safety education is important for preparing nursing and midwifery students to recognize risks, prevent avoidable harm, and provide safe care. This study evaluated whether adding structured online learning activities to face-to-face patient safety education improved students' perceived patient safety competence… Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Patient Safety Education
- What is being tested?
- Blended Patient Safety Education and Face-to-Face Patient Safety Education
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 110 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 15 May 2026to 12 Jun 2026
- 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
- Enrollment as a first-year nursing or midwifery student at the participating university during the 2025-2026 academic year
- No previous formal patient safety education
- Access to a computer, tablet, or smartphone with internet access
- Voluntary agreement to participate and provision of informed consent
- Completion of the baseline assessment
Who cannot join
- Previous formal patient safety education
- Lack of access to a computer, tablet, or smartphone with internet access
- Declining to participate or provide informed consent
- Failure to complete the baseline assessment
- Withdrawal before group allocation
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Faculty of Health Sciences, Burdur Mehmet Akif Ersoy University
Burdur, Burdur, 15030
About this study
Official title: Effects of Blended Learning on Patient Safety Competence and Self-Efficacy in Nursing and Midwifery Students: A Controlled Educational Trial
Patient safety education is important for preparing nursing and midwifery students to recognize risks, prevent avoidable harm, and provide safe care. This study evaluated whether adding structured online learning activities to face-to-face patient safety education improved students' perceived patient safety competence and general self-efficacy.
First-year nursing and midwifery students were assigned to either a blended learning group or a face-to-face education group. Both groups received the same patient safety content through four classroom sessions delivered over two weeks. The blended learning group also used online case scenarios, scientific articles, topic summaries, and other educational resources. Outcomes were assessed before the educational program, immediately after the program, and two weeks later.
This completed educational intervention study was registered retrospectively following a journal editorial request.
Read the detailed description
This parallel-group controlled educational trial with quasi-random allocation was conducted among first-year nursing and midwifery students at a public university in Türkiye during the spring semester of the 2025-2026 academic year. The study evaluated the effect of a blended learning intervention on perceived patient safety competence and general self-efficacy.
Eligible students had not previously received formal patient safety education, had access to an internet-enabled computer, tablet, or smartphone, voluntarily agreed to participate, and completed the baseline assessment. A total of 110 students completed the baseline assessment and were allocated to the intervention group (n=56) or control group (n=54).
Participants were stratified into low-, medium-, and high-achievement categories according to tertiles of their baseline grade point average. Within each stratum, allocation was based on pre-existing, system-generated student identification numbers. A lottery was used to determine whether students with odd- or even-numbered identification numbers would be assigned to the intervention group.
Both groups received the same two-week face-to-face patient safety education program. The program consisted of four 90-minute classroom sessions, with two sessions per week and a total face-to-face teaching time of six hours. Topics included patient identification, medication safety, communication errors, infection prevention, fall prevention, adverse event reporting, and safety culture.
In addition to the classroom sessions, participants in the intervention group were given asynchronous access to structured online learning activities, including two case scenarios, selected scientific articles, researcher-prepared topic summaries, and supplementary educational resources. These materials were incorporated into subsequent classroom discussions and reinforced through instructor feedback. Participants in the control group received the same patient safety content through face-to-face instruction but did not have access to the online platform during the study.
Perceived patient safety competence and general self-efficacy were assessed at baseline, immediately after the two-week intervention, and at a two-week follow-up. The primary outcome was the total mean score of the Patient Safety Competency Self-Evaluation Tool. Secondary outcomes included its knowledge, skills, and attitudes domain scores and the total General Self-Efficacy Scale score.
This study was registered retrospectively after completion of participant recruitment, the educational intervention, follow-up, and data analysis.
- Conditions
- Patient Safety Education
- Being tested
- Blended Patient Safety Education, Face-to-Face Patient Safety Education
- Keywords
- Blended Learning, Patient Safety Competence, Self-Efficacy, Nursing Students, Midwifery Students, Health Professions Education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Blended Patient Safety EducationBehavioural
A two-week educational intervention comprising four 90-minute face-to-face classroom sessions combined with asynchronous online learning activities. The online component included two patient safety case scenarios, selected scientific articles, researcher-prepared topic summaries, and supplementary educational resources. The program addressed patient identification, medication safety, communication errors, infection prevention, fall prevention, adverse event reporting, and safety culture.
Face-to-Face Patient Safety EducationBehavioural
A two-week educational intervention comprising four 90-minute face-to-face classroom sessions. The program covered patient identification, medication safety, communication errors, infection prevention, fall prevention, adverse event reporting, and safety culture. Participants did not have access to the online learning platform during the study.
| Study group | Role | What they receive |
|---|---|---|
| Blended Learning Group | Experimental | Participants received a two-week patient safety education program consisting of four 90-minute face-to-face classroom sessions and structured asynchronous online learning activities. The online component included patient safety case scenarios, selected scientific articles, researcher-prepared topic summaries, and supplementary educational resources. Online materials were integrated into classroom discussions and reinforced through instructor feedback. Receives: Behavioral: Blended Patient Safety Education |
| Face-to-Face Education Group | Active comparator | Participants received the same two-week patient safety education content through four 90-minute face-to-face classroom sessions but did not have access to the online learning platform during the study. The educational topics, instructor, intervention period, and total face-to-face teaching time were the same as those provided to the blended learning group. Receives: Behavioral: Face-to-Face Patient Safety Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
Patient Safety Competency Self-Evaluation Tool Total Mean Score
Perceived patient safety competence was assessed using the Turkish version of the 41-item Patient Safety Competency Self-Evaluation Tool. Items are rated on a 5-point Likert scale, and items 38 and 39 are reverse scored. The total score is calculated as the mean of all item scores and ranges from 1 to 5, with higher scores indicating greater perceived patient safety competence.
Measured: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
Secondary outcomes (4)
Patient Safety Competency Knowledge Domain Mean Score
The knowledge domain score of the Patient Safety Competency Self-Evaluation Tool is calculated as the mean of the relevant item scores and ranges from 1 to 5, with higher scores indicating greater perceived knowledge of patient safety.
Measured: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
Patient Safety Competency Skills Domain Mean Score
The skills domain score of the Patient Safety Competency Self-Evaluation Tool is calculated as the mean of the relevant item scores and ranges from 1 to 5, with higher scores indicating greater perceived patient safety skills.
Measured: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
Patient Safety Competency Attitudes Domain Mean Score
The attitudes domain score of the Patient Safety Competency Self-Evaluation Tool is calculated as the mean of the relevant item scores and ranges from 1 to 5, with higher scores indicating more positive attitudes toward patient safety.
Measured: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
General Self-Efficacy Scale Total Score
General self-efficacy was assessed using the Turkish version of the 17-item General Self-Efficacy Scale. Items are rated on a 5-point Likert scale, and negatively worded items are reverse scored. Total scores range from 17 to 85, with higher scores indicating greater general self-efficacy.
Measured: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted30 Jul 2026
- Study start15 May 2026
- Primary completion12 Jun 2026
- Study completion12 Jun 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Patient Safety 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
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- Participants were assigned in parallel to either a blended learning intervention group or a face-to-face education control group. Allocation was based on pre-existing student identification numbers within academic achievement strata after a lottery determined whether odd- or even-numbered identification numbers would correspond to the intervention group.
- Masking
- None (open label)
- Enrolment
- 110 participants (actual)
Sponsor and investigators
- Lead sponsor
- Mardin Artuklu University
- Sponsor type
- University, hospital or other
- Collaborators
- Burdur Mehmet Akif Ersoy University
- Responsible party
- Principal investigator, Leyla BARAN, Mardin Artuklu University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07736755
- Sponsor's protocol ID
- BMAEU-BLPS-2026-01
- Status last verified
- Jul 2026
- First submitted
- 27 Jul 2026
- Last updated
- 30 Jul 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: De-identified individual participant data underlying the results reported in the published article may be shared upon reasonable request to the corresponding author. Data will be provided subject to scientific review of the request and applicable ethical, institutional, and data protection requirements.
Study at a glance
From the registry record, last updated by the sponsor on 30 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Blended Learning on Patient Safety Competence and Self-Efficacy in Nursing and Midwifery Students: A Controlled Educational Trial
- ClinicalTrials.gov ID
- NCT07736755
- Acronym / sponsor ID
- BMAEU-BLPS-2026-01
- Conditions
- Patient Safety Education
- Keywords
- Blended Learning, Patient Safety Competence, Self-Efficacy, Nursing Students, Midwifery Students, Health Professions Education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 110 participants (actual)
- Lead sponsor
- Mardin Artuklu UniversityUniversity, hospital or other
- Collaborators
- Burdur Mehmet Akif Ersoy University
- Study start
- 15 May 2026 (actual)
- Primary completion
- 12 Jun 2026 (actual)
- Study completion
- 12 Jun 2026 (actual)
- First posted
- 30 Jul 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.
Patient safety education is important for preparing nursing and midwifery students to recognize risks, prevent avoidable harm, and provide safe care. This study evaluated whether adding structured online learning activities to face-to-face patient safety education improved students' perceived patient safety competence and general self-efficacy.
First-year nursing and midwifery students were assigned to either a blended learning group or a face-to-face education group. Both groups received the same patient safety content through four classroom sessions delivered over two weeks. The blended learning group also used online case scenarios, scientific articles, topic summaries, and other educational resources. Outcomes were assessed before the educational program, immediately after the program, and two weeks later.
This completed educational intervention study was registered retrospectively following a journal editorial request.
Detailed description
This parallel-group controlled educational trial with quasi-random allocation was conducted among first-year nursing and midwifery students at a public university in Türkiye during the spring semester of the 2025-2026 academic year. The study evaluated the effect of a blended learning intervention on perceived patient safety competence and general self-efficacy.
Eligible students had not previously received formal patient safety education, had access to an internet-enabled computer, tablet, or smartphone, voluntarily agreed to participate, and completed the baseline assessment. A total of 110 students completed the baseline assessment and were allocated to the intervention group (n=56) or control group (n=54).
Participants were stratified into low-, medium-, and high-achievement categories according to tertiles of their baseline grade point average. Within each stratum, allocation was based on pre-existing, system-generated student identification numbers. A lottery was used to determine whether students with odd- or even-numbered identification numbers would be assigned to the intervention group.
Both groups received the same two-week face-to-face patient safety education program. The program consisted of four 90-minute classroom sessions, with two sessions per week and a total face-to-face teaching time of six hours. Topics included patient identification, medication safety, communication errors, infection prevention, fall prevention, adverse event reporting, and safety culture.
In addition to the classroom sessions, participants in the intervention group were given asynchronous access to structured online learning activities, including two case scenarios, selected scientific articles, researcher-prepared topic summaries, and supplementary educational resources. These materials were incorporated into subsequent classroom discussions and reinforced through instructor feedback. Participants in the control group received the same patient safety content through face-to-face instruction but did not have access to the online platform during the study.
Perceived patient safety competence and general self-efficacy were assessed at baseline, immediately after the two-week intervention, and at a two-week follow-up. The primary outcome was the total mean score of the Patient Safety Competency Self-Evaluation Tool. Secondary outcomes included its knowledge, skills, and attitudes domain scores and the total General Self-Efficacy Scale score.
This study was registered retrospectively after completion of participant recruitment, the educational intervention, follow-up, and data analysis.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Participants were assigned in parallel to either a blended learning intervention group or a face-to-face education control group. Allocation was based on pre-existing student identification numbers within academic achievement strata after a lottery determined whether odd- or even-numbered identification numbers would correspond to the intervention group.
| Arm | Type | Receives |
|---|---|---|
| Blended Learning Group | Experimental | Behavioral: Blended Patient Safety EducationParticipants received a two-week patient safety education program consisting of four 90-minute face-to-face classroom sessions and structured asynchronous online learning activities. The online component included patient safety case scenarios, selected scientific articles, researcher-prepared topic summaries, and supplementary educational resources. Online materials were integrated into classroom discussions and reinforced through instructor feedback. |
| Face-to-Face Education Group | Active comparator | Behavioral: Face-to-Face Patient Safety EducationParticipants received the same two-week patient safety education content through four 90-minute face-to-face classroom sessions but did not have access to the online learning platform during the study. The educational topics, instructor, intervention period, and total face-to-face teaching time were the same as those provided to the blended learning group. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (5 listed)
- Enrollment as a first-year nursing or midwifery student at the participating university during the 2025-2026 academic year
- No previous formal patient safety education
- Access to a computer, tablet, or smartphone with internet access
- Voluntary agreement to participate and provision of informed consent
- Completion of the baseline assessment
Key exclusion criteria (5 listed)
- Previous formal patient safety education
- Lack of access to a computer, tablet, or smartphone with internet access
- Declining to participate or provide informed consent
- Failure to complete the baseline assessment
- Withdrawal before group allocation
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 |
|---|---|---|
| Blended Patient Safety EducationA two-week educational intervention comprising four 90-minute face-to-face classroom sessions combined with asynchronous online learning activities. The online component included two patient safety case scenarios, selected scientific articles, researcher-prepared topic summaries, and supplementary educational resources. The program addressed patient identification, medication safety, communication errors, infection prevention, fall prevention, adverse event reporting, and safety culture. | Behavioural | Blended Learning Group |
| Face-to-Face Patient Safety EducationA two-week educational intervention comprising four 90-minute face-to-face classroom sessions. The program covered patient identification, medication safety, communication errors, infection prevention, fall prevention, adverse event reporting, and safety culture. Participants did not have access to the online learning platform during the study. | Behavioural | Face-to-Face Education Group |
Primary outcome
Patient Safety Competency Self-Evaluation Tool Total Mean Score
Time frame: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
Perceived patient safety competence was assessed using the Turkish version of the 41-item Patient Safety Competency Self-Evaluation Tool. Items are rated on a 5-point Likert scale, and items 38 and 39 are reverse scored. The total score is calculated as the mean of all item scores and ranges from 1 to 5, with higher scores indicating greater perceived patient safety competence.
4 secondary outcomes
Patient Safety Competency Knowledge Domain Mean Score
Time frame: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
Patient Safety Competency Skills Domain Mean Score
Time frame: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
Patient Safety Competency Attitudes Domain Mean Score
Time frame: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
General Self-Efficacy Scale Total Score
Time frame: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention
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 30 Jul 2026.
- Individual participant dataSharing planned: Yes. De-identified individual participant data underlying the results reported in the published article may be shared upon reasonable request to the corresponding author. Data will be provided subject to scientific review of the request and applicable ethical, institutional, and data protection requirements.
Related trials for Patient Safety Education
Not yet recruiting
SELF-ASSESSMENT AND KNOWLEDGE LEVEL OF NURSING STUDENTS' PATIENT SAFETY COMPETENCY
Simulation Training, Nursing Education
Recruiting
Effect of a Brief Educational Intervention on Endotracheal Tube Cuff Pressure
Intubation, Endotracheal Tube Cuff Pressure
Active, not recruitingPhase 3
PREVENT HPV -Related Cancers Trial
HPV Vaccination, Uptake Vaccination
Recruiting
Peripheral Venous Access Management by Radiologic Technologists in Radiodiagnostic Procedure
Skill Development of Staff, Clinical Practice
Active, not recruiting
Patient Safety Competency-Building Program for Healthcare Professionals in Pediatric Cardiac Critical Care in Ethiopia
Patient Safety, Patient Safety Education
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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Blended Patient Safety Education and Face-to-Face Patient Safety Education in people with Patient Safety Education, run by Mardin Artuklu University at 1 site in Turkey (Türkiye).
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 5 inclusion and 5 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 30 Jul 2026. 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 Turkey (Türkiye). 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?
Patient Safety Competency Self-Evaluation Tool Total Mean Score (time frame: Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention). 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 30 Jul 2026.