Effects of Blended Learning on Patient Safety Competence and Self-Efficacy in Nursing and Midwifery Students: A Controlled Educational Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 110
- 试验地点
- 1
- 主要终点
- Patient Safety Competency Self-Evaluation Tool Total Mean Score
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
盲法说明
Participants and the instructor were not masked because of the nature of the educational intervention. Baseline assessments were completed before participants were informed of their group allocation.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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
排除标准
- •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
结局指标
主要结局
Patient Safety Competency Self-Evaluation Tool Total Mean Score
时间窗: 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.
次要结局
- Patient Safety Competency Knowledge Domain Mean Score(Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention)
- Patient Safety Competency Skills Domain Mean Score(Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention)
- Patient Safety Competency Attitudes Domain Mean Score(Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention)
- General Self-Efficacy Scale Total Score(Baseline, immediately after the two-week intervention, and two weeks after completion of the intervention)
研究者
Leyla BARAN
Associate Professor
Mardin Artuklu University