The effect of flipped learning approach on nursing students' learning of patient safety

This study was conducted in an explanatory sequential mixed method to evaluate the effect of flipped learning approach of first year nursing students' learning of patient safety. The study was carried out within the Course of Fundamentals of Nursing II in the academic year 2020-2021 in the Department of Nursing, Faculty of Health Sciences, Gazi University. Written permissions were obtained from the Gazi University Faculty of Health Sciences Administration and Gazi University Ethics Committee and verbal and written consent from the students participating in the study in order to carry out the study. While the quantitative dimension of the study was carried out with a randomized controlled trial design, the qualitative dimension with the focus group interview technique. Students meeting the inclusion criteria were assigned to the control (n=44) and experimental (n=45) groups by stratified randomization method. The teaching of the patient safety subject was performed online with the traditional education approach to the control group, and to the experimental group with the flipped learning approach online. Quantitative data were collected with the "Descriptive characteristics form", "Achievement test" and "Patient safety competency self-evaluation scale", and qualitative data were collected through the "Semi-structured focus group interview form". Quantitative data were evaluated with descriptive statistics, independent sample t-test, chi-square test, dependent sample t-test and repeated measures ANOVA test. Qualitative data were evaluated by performing thematic analysis. The results of the study indicated that there was no significant difference between the groups in the mean total score obtained from the pre-test of the achievement test (p=0,672). The mean score of the experimental group in the post-test (p=0,000) and follow-up test (p=0,000) of the achievement test showed statistically significant higher values than the control group. Furthermore, the mean total score in the first (p=0,000) and second (p=0,000) measurements of the Patient safety competence self-evaluation scale was statistically significantly higher in the experimental group. Student statements in the focus group interviews with the experimental group were divided into 2 contexts, which were titled "advantages of flipped learning approach", "limitations of flipped learning approach", 6 themes and 26 sub-themes. In conclusion, flipped learning approach has improved the cognitive knowledge level of first year nursing students about patient safety, their self-evaluation of knowledge skills and attitudes in a positive way. The use of flipped learning approach in the teaching of patient safety in nursing education and integration of this approach into the nursing curriculum is recommended.