Patient Safety Training With The Reverse Face Training Model

June 28, 2024 updated by: Vildan Budak, Eastern Mediterranean University

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.

Study Overview

Status

Completed

Conditions

Intervention / Treatment

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 Type

Interventional

Enrollment (Actual)

94

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Cyprus
      • Famagusta, Cyprus, 34381
        • Eastern Mediterranean University

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Child
  • Adult
  • Older Adult

Accepts Healthy Volunteers

Yes

Description

Inclusion Criteria:

  • 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

Exclusion Criteria:

-

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: Randomized
  • Interventional Model: Crossover Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Flipped Educational Model
Giving the subject of patient safety education with the flipped education model
Other: patient safety competency
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.
Other: satisfaction with the training method
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.
Active Comparator: Traditional Educatıonal Model
Giving the subject of patient safety education with the traditional education model
Other: patient safety competency
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.
Other: satisfaction with the training method
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.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
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.
6 weeks
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.
6 weeks
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.
6 weeks
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.
6 weeks

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Eastern Mediterranean University

Investigators

  • Study Director: Hülya F Kılıç, Assoc. Prof, Eastern Mediterranean University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

September 25, 2023

Primary Completion (Actual)

March 30, 2024

Study Completion (Actual)

May 30, 2024

Study Registration Dates

First Submitted

July 31, 2023

First Submitted That Met QC Criteria

July 31, 2023

First Posted (Actual)

August 8, 2023

Study Record Updates

Last Update Posted (Actual)

July 1, 2024

Last Update Submitted That Met QC Criteria

June 28, 2024

Last Verified

June 1, 2024

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • Eastern EMU

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

IPD Plan Description

will be re-evaluated at the end of the study.

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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