The effect of flipped learning approach on nursing students' learning of patient safety: A randomized controlled trial

Abstract

AimThis study was conducted to evaluate the effect of the flipped learning approach on nursing students’ learning of patient safety BackgroundNursing students play an important role in ensuring patient safety. Flipped learning is an effective approach in nursing education related to patient safety. It is a valuable educational approach whose effects should be evaluated and disseminated in the context of patient safety. MethodThis study had a parallel-group randomised controlled trial design. The study was conducted with first-year nursing students enrolled at a university in Turkey. The traditional educational approach was used to teach patient safety in the control group (n = 44) and flipped learning approach was used in the intervention group (n = 45). Data were collected using a demographic information form, achievement test and Patient Safety Competency Self-Evaluation Scale. Data were collected at baseline, after intervention and 6 weeks after intervention. ResultsThe intervention group obtained significantly higher mean total scores in the achievement test (post-test and follow-up test, p < 0.001) and the Patient Safety Competence Self-Evaluation Scale than the control group (first measurement and second measurement, p < 0.001). ConclusionFlipped learning positively affected students’ knowledge of patient safety and their self-assessment of knowledge-skill-attitudes. It is recommended that the flipped learning approach be used to teach patient safety.