Abstract
IntroductionSelecting an appropriate teaching methodology is one of the key stages in education. This study is an attempt to delve into the effect of FC through NPE on patient safety knowledge retention in nursing and midwifery students.MethodsA randomized controlled trial, using the Solomon design, was conducted in 2019 on 82 nursing and midwifery students enrolled from Bushehr nursing and midwifery school. The Subjects were then allocated to four groups via block randomization. The Subjects in both intervention groups studied the educational content online for 2 weeks and subsequently attended the FC through NPE. Both control groups merely received education based on conventional method. The post-test was once administered to the four study groups immediately after completing the program and once again 2 months after it.ResultsThe posttest mean scores of knowledge retention in both intervention groups remained the same (P = 0.1), while they were higher in the control groups (P < 0.05). The changes in the mean scores of the post-test in the intervention and follow-up groups did not demonstrate a statistically significant difference between the four study groups (P = 0.130, F = 1.941).ConclusionThe use of the FC through NPE increased the knowledge mean scores; however, it failed to affect knowledge retention. Given the infancy of this pedagogical approach, further studies are needed to investigate its effects on various learning outcomes.
Highlights
Selecting an appropriate teaching methodology is one of the key stages in education
The main purpose of this study was to compare the effects of Patient safety (PS) education using the Flipped Classroom (FC) through Near Peer Education (NPE) and the conventional methods on knowledge retention associated with PS in nursing and midwifery students
The study results showed that the integration of the FC and the NPE compared with the conventional methods had broadened the levels of knowledge in the students in the field of PS
Summary
Selecting an appropriate teaching methodology is one of the key stages in education. This study is an attempt to delve into the effect of FC through NPE on patient safety knowledge retention in nursing and midwifery students. The paired-samples t-test or the repeated measures analysis of variance (ANOVA) was employed to compare the mean scores in the dependent groups. Innovations and rapid changes in socioeconomic, political, and technological domains have mostly challenged medical education with their own complexities. They have made the roles of medical science educators much more prominent and more complicated than ever. The FC approach is assumed as one of the new pedagogical models, which is dependent on technology [3], even if such methods have created several challenges in education, especially in medical sciences [4,5,6,7,8]
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