xml: <clinical_study>
    <!-- This xml conforms to an XML Schema at:
      https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
    <required_header>
      <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
      <link_text>Link to the current ClinicalTrials.gov record.</link_text>
      <url>https://clinicaltrials.gov/ct2/show/NCT05981456</url>
    </required_header>
    <id_info>
      <org_study_id>Eastern EMU</org_study_id>
      <nct_id>NCT05981456</nct_id>
    </id_info>
    <brief_title>PATIENT SAFETY TRAINING WITH THE REVERSE FACE TRAINING MODEL</brief_title>
    <official_title>The Effect of Flipped Education Model on Nursing Students' Patient Safety Competencies and Satisfaction With Education Method: A Randomized Controlled Study</official_title>
    <sponsors>
      <lead_sponsor>
        <agency>Eastern Mediterranean University</agency>
        <agency_class>Other</agency_class>
      </lead_sponsor>
    </sponsors>
    <source>Eastern Mediterranean University</source>
    <oversight_info>
      <has_dmc>Yes</has_dmc>
      <is_fda_regulated_drug>No</is_fda_regulated_drug>
      <is_fda_regulated_device>No</is_fda_regulated_device>
    </oversight_info>
    <brief_summary>
      <textblock>
        Patient safety is one of the indispensable parts of nursing education (22). Educating future&#xD;
        healthcare professionals about patient safety is very important in terms of providing safe&#xD;
        and quality service (23). In order to include patient safety in the education of nursing&#xD;
        students and to determine the effectiveness of the education given, it is necessary to&#xD;
        regularly evaluate their knowledge, skills and attitudes about patient safety (22). At this&#xD;
        point, this study was planned in order to increase the awareness of senior nursing students&#xD;
        about patient safety before graduation, to evaluate their knowledge, skills and attitudes, to&#xD;
        improve the quality of patient care after graduation, and to help minimize or eliminate the&#xD;
        possibility of making medical errors. The aim of this study is to examine the effect of the&#xD;
        flipped education model on the patient safety competencies of nursing students and their&#xD;
        satisfaction with the education method.&#xD;
      </textblock>
    </brief_summary>
    <detailed_description>
      <textblock>
        The World Health Organization (WHO) defines patient safety as &quot;the absence of preventable&#xD;
        harm in the health care process and minimizing the unnecessary risks associated with health&#xD;
        care service&quot; (1). In addition, patient safety is the primary and indispensable condition of&#xD;
        quality and qualified health services, and it refers to the avoidance of medical errors at&#xD;
        every stage of health care by health institutions and employees in the institution and all&#xD;
        the precautions taken in order to prevent the harm that health care services may cause to&#xD;
        individuals (2). However, WHO reports that patients encounter many harmful situations while&#xD;
        receiving health care services (3). It has been reported that one out of every ten patients&#xD;
        suffers serious damage due to medical errors, and around ten million people are disabled or&#xD;
        even lost their lives due to preventable malpractices worldwide every year (4). It is stated&#xD;
        that the most common medical errors are related to drug administration, misuse of equipment&#xD;
        and biological accidents (5). In studies conducted in the United States, it is emphasized&#xD;
        that the number of deaths due to medical errors is higher than the number of deaths from&#xD;
        traffic accidents, breast cancer or AIDS, and it is stated that medical errors that directly&#xD;
        affect patient safety are ranked fifth among the causes of death (4). In Turkey, it has been&#xD;
        reported that official records on patient safety are available to a limited extent, although&#xD;
        many people die or become disabled due to medical errors each year (6). This situation&#xD;
        further reveals the importance of the concept of patient safety (7).&#xD;
  &#xD;
        Nurses, who serve their patients 24/7 in hospitals, work actively in all areas, can make&#xD;
        quick decisions and think critically, have a key role in ensuring and maintaining patient&#xD;
        safety (5). In order to actively ensure patient safety, nurses need to develop their&#xD;
        knowledge, attitudes, skills and competencies regarding patient safety. At this point, the&#xD;
        education that nurses have received since their student years is of great importance (8).&#xD;
        During their education, student nurses are tried to gain theoretical and psychomotor skills&#xD;
        with a traditional approach in classrooms, laboratory environments and clinics (9). However,&#xD;
        due to the increasing number of students, lack of laboratory conditions, time constraints,&#xD;
        and lack of teaching staff, the development of knowledge and skills of nursing students may&#xD;
        be insufficient. Students who go to clinical practice before the desired level of knowledge&#xD;
        and skill development is completed may encounter the situation of making medical mistakes for&#xD;
        the first time, as they experience the anxiety of intervening with the real patient other&#xD;
        than the model/mannequin, and also the anxiety of taking notes (10). In addition, they may&#xD;
        witness medical malpractices during clinical practices (11). In the face of these situations&#xD;
        that threaten patient safety, it is recommended that different education and training&#xD;
        techniques should be applied in order for students to gain the correct knowledge, skills and&#xD;
        attitudes, namely competency regarding patient safety (11). Because today, traditional&#xD;
        learning methods are no longer sufficient to attract the attention of students (12). For this&#xD;
        reason, in recent years, the flipped education model has been used together with the&#xD;
        traditional education model in nursing education. The flipped education model is a model that&#xD;
        covers different teaching methods and is effective on the academic success of students. (13).&#xD;
        Flipped education model; It is an innovative learning model blended as information and&#xD;
        technology, supported by pre-class and in-class activities (14).In the flipped education&#xD;
        model, the instructor shares the educational materials such as presentations and videos that&#xD;
        he has prepared before the lesson with the student, and the students are required to come to&#xD;
        the lesson by studying. It enables students to improve their knowledge and skills through&#xD;
        activities such as group discussions, case presentations, and brainstorming (15). In the&#xD;
        flipped education model, the instructor prepares the educational materials in line with the&#xD;
        needs of the student, and in this education model, the student can study the educational&#xD;
        materials personally at any time and place in a flexible time frame before coming to the&#xD;
        lesson. In the flipped education model, the student actively participates in the lesson by&#xD;
        using learning methods, while the instructor acts as a consultant and differs from the&#xD;
        traditional learning model in these aspects (16). When the studies on the flipped education&#xD;
        model and patient safety competency are examined in the literature; Kim et al. (2019)&#xD;
        reported a significant increase in patient safety competency between pretest and posttest&#xD;
        results in the study titled &quot;The effects of a patient safety course using the flipped&#xD;
        classroom approach among nursing undergraduate students: A quasi-experimental study&quot;. In&#xD;
        other words, they stated that flipped education increases the patient safety knowledge,&#xD;
        skills and attitudes of nursing students (17). Cho et al (2022) reported that simultaneous&#xD;
        online patient safety education improved the knowledge and skills of nursing students in&#xD;
        their study titled &quot;The effect of online education on knowledge, attitudes and skills of&#xD;
        nursing students in Korea: a mixed method study&quot; (18). Torkaman et al. (2022) reported that&#xD;
        patient safety education is partially effective in improving the patient safety competencies&#xD;
        of nursing students in their study titled &quot;The Effect of Patient Safety Education on the&#xD;
        Patient Safety Competencies of Nursing Undergraduate Students&quot;(19). Fırat Kılıç and&#xD;
        Cevheroğlu (2023), in their study titled &quot;Patient Safety Competencies of Nursing Students&quot;,&#xD;
        reported that the knowledge, skills and attitudes of nursing students on patient safety were&#xD;
        satisfactory and that the students got the lowest score from the patient safety competency&#xD;
        scale in the knowledge sub-dimension (20). Huang et al. (2020) in their study &quot;Self-reported&#xD;
        confidence in patient safety competencies among Chinese nursing students: a multisite&#xD;
        cross-sectional survey&quot; stated that fourth-year nursing students had moderate patient safety&#xD;
        competencies (21).&#xD;
  &#xD;
        In conclusion, patient safety is one of the indispensable parts of nursing education (22).&#xD;
        Educating future healthcare professionals about patient safety is very important in terms of&#xD;
        providing safe and quality service (23). In order to include patient safety in the education&#xD;
        of nursing students and to determine the effectiveness of the education given, it is&#xD;
        necessary to regularly evaluate their knowledge, skills and attitudes about patient safety&#xD;
        (22). At this point, this study was planned in order to increase the awareness of senior&#xD;
        nursing students about patient safety before graduation, to evaluate their knowledge, skills&#xD;
        and attitudes, to improve the quality of patient care after graduation, and to help minimize&#xD;
        or eliminate the possibility of making medical errors. The aim of this study is to examine&#xD;
        the effect of the flipped education model on the patient safety competencies of nursing&#xD;
        students and their satisfaction with the education method.&#xD;
      </textblock>
    </detailed_description>
    <overall_status>Not yet recruiting</overall_status>
    <start_date type="Anticipated">September 25, 2023</start_date>
    <completion_date type="Anticipated">May 30, 2024</completion_date>
    <primary_completion_date type="Anticipated">December 30, 2023</primary_completion_date>
    <phase>N/A</phase>
    <study_type>Interventional</study_type>
    <has_expanded_access>No</has_expanded_access>
    <study_design_info>
      <allocation>Randomized</allocation>
      <intervention_model>Crossover Assignment</intervention_model>
      <intervention_model_description>randomized controlled trial</intervention_model_description>
      <primary_purpose>Other</primary_purpose>
      <masking>None (Open Label)</masking>
    </study_design_info>
    <primary_outcome>
      <measure>The effect of patient safety training given with the flipped training model on patient safety competence</measure>
      <time_frame>6 weeks</time_frame>
      <description>Patient safety competence scale will be used before and after patient safety training, which will be given with flipped training.</description>
    </primary_outcome>
    <primary_outcome>
      <measure>The effect of the patient safety training given with the flipped training model on the level of satisfaction</measure>
      <time_frame>6 weeks</time_frame>
      <description>After the patient safety training, which will be given with the flipped training model, a satisfaction survey will be used from the training method.</description>
    </primary_outcome>
    <primary_outcome>
      <measure>The effect of patient safety education given with the traditional education model on patient safety competence</measure>
      <time_frame>6 weeks</time_frame>
      <description>The patient safety competence scale will be used before and after the patient safety training, which will be given with the traditional training model.</description>
    </primary_outcome>
    <primary_outcome>
      <measure>The effect of patient safety education given with the traditional education model on the level of satisfaction</measure>
      <time_frame>6 weeks</time_frame>
      <description>A satisfaction survey will be used from the training method after the patient safety training, which will be given with the traditional training model.</description>
    </primary_outcome>
    <number_of_arms>2</number_of_arms>
    <enrollment type="Anticipated">98</enrollment>
    <condition>Nursing Student</condition>
    <condition>Flipped Education Model</condition>
    <arm_group>
      <arm_group_label>Flipped Educational Model</arm_group_label>
      <arm_group_type>Experimental</arm_group_type>
      <description>Giving the subject of patient safety education with the flipped education model</description>
    </arm_group>
    <arm_group>
      <arm_group_label>Traditional Educatıonal Model</arm_group_label>
      <arm_group_type>Active Comparator</arm_group_type>
      <description>Giving the subject of patient safety education with the traditional education model</description>
    </arm_group>
    <intervention>
      <intervention_type>Other</intervention_type>
      <intervention_name>patient safety competency</intervention_name>
      <description>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.</description>
      <arm_group_label>Flipped Educational Model</arm_group_label>
      <arm_group_label>Traditional Educatıonal Model</arm_group_label>
    </intervention>
    <intervention>
      <intervention_type>Other</intervention_type>
      <intervention_name>satisfaction with the training method</intervention_name>
      <description>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.</description>
      <arm_group_label>Flipped Educational Model</arm_group_label>
      <arm_group_label>Traditional Educatıonal Model</arm_group_label>
    </intervention>
    <eligibility>
      <criteria>
        <textblock>
          Inclusion Criteria:&#xD;
  &#xD;
            -  Being a 4th year student at Eastern Mediterranean University, Faculty of Health&#xD;
               Sciences, Department of Nursing&#xD;
  &#xD;
            -  Volunteering to participate in the study,&#xD;
  &#xD;
            -  Studying in the Turkish department&#xD;
  &#xD;
          Exclusion Criteria:&#xD;
  &#xD;
          -&#xD;
        </textblock>
      </criteria>
      <gender>All</gender>
      <minimum_age>N/A</minimum_age>
      <maximum_age>N/A</maximum_age>
      <healthy_volunteers>Accepts Healthy Volunteers</healthy_volunteers>
    </eligibility>
    <overall_contact>
      <last_name>Hülya Fırat Kılıç</last_name>
      <phone>03926303929</phone>
      <phone_ext>2142</phone_ext>
      <email>hulya.firat@emu.edu.tr</email>
    </overall_contact>
    <overall_contact_backup>
      <last_name>Vildan Budak</last_name>
      <phone>05338677816</phone>
      <email>vldn.bdk.03@gmail.com</email>
    </overall_contact_backup>
    <results_reference>
      <citation>Stone R, Cooke M, Mitchell M. Undergraduate nursing students' use of video technology in developing confidence in clinical skills for practice: A systematic integrative literature review. Nurse Educ Today. 2020 Jan;84:104230. doi: 10.1016/j.nedt.2019.104230. Epub 2019 Oct 23.</citation>
      <PMID>31689584</PMID>
    </results_reference>
    <results_reference>
      <citation>Eskici GT, Kanig M, Ugur E, Seren AKH. The Turkish version of the Patient Safety Competency Self-Evaluation Tool: A validity and reliability study. Nurse Educ Pract. 2021 Nov;57:103229. doi: 10.1016/j.nepr.2021.103229. Epub 2021 Oct 13.</citation>
      <PMID>34673387</PMID>
    </results_reference>
    <results_reference>
      <citation>Gurpinar E, Alimoglu MK, Mamakli S, Aktekin M. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education? Adv Physiol Educ. 2010 Dec;34(4):192-6. doi: 10.1152/advan.00075.2010.</citation>
      <PMID>21098386</PMID>
    </results_reference>
    <results_reference>
      <citation>Svitlica BB, Sajnovic M, Simin D, Ivetic J, Milutinovic D. Patient safety: Knowledge and attitudes of medical and nursing students: Cross-sectional study. Nurse Educ Pract. 2021 May;53:103089. doi: 10.1016/j.nepr.2021.103089. Epub 2021 May 18.</citation>
      <PMID>34049090</PMID>
    </results_reference>
    <results_reference>
      <citation>Huang FF, Shen XY, Chen XL, He LP, Huang SF, Li JX. Self-reported confidence in patient safety competencies among Chinese nursing students: a multi-site cross-sectional survey. BMC Med Educ. 2020 Jan 31;20(1):32. doi: 10.1186/s12909-020-1945-8.</citation>
      <PMID>32005224</PMID>
    </results_reference>
    <results_reference>
      <citation>Firat Kilic H, Cevheroglu S. Patient safety competencies of nursing students. Nurse Educ Today. 2023 Feb;121:105666. doi: 10.1016/j.nedt.2022.105666. Epub 2022 Nov 29.</citation>
      <PMID>36463791</PMID>
    </results_reference>
    <results_reference>
      <citation>Torkaman M, Sabzi A, Farokhzadian J. The Effect of Patient Safety Education on Undergraduate Nursing Students' Patient Safety Competencies. Community Health Equity Res Policy. 2022 Jan;42(2):219-224. doi: 10.1177/0272684X20974214. Epub 2020 Nov 26.</citation>
      <PMID>33241983</PMID>
    </results_reference>
    <results_reference>
      <citation>Cho DB, Lee W, Kim SY, Choi S. Effect of online education on the knowledge on, attitudes towards, and skills in patient safety for nursing students in Korea: a mixed-methods study. J Educ Eval Health Prof. 2022;19:14. doi: 10.3352/jeehp.2022.19.14. Epub 2022 Jun 30.</citation>
      <PMID>35918141</PMID>
    </results_reference>
    <results_reference>
      <citation>Kim YM, Yoon YS, Hong HC, Min A. Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Educ Today. 2019 Aug;79:180-187. doi: 10.1016/j.nedt.2019.05.033. Epub 2019 May 23.</citation>
      <PMID>31153088</PMID>
    </results_reference>
    <results_reference>
      <citation>Park I, Suh Y. Meta-Analysis of Flipped Learning Effects in Nursing Education. Int J Environ Res Public Health. 2021 Dec 5;18(23):12814. doi: 10.3390/ijerph182312814.</citation>
      <PMID>34886540</PMID>
    </results_reference>
    <verification_date>July 2023</verification_date>
    <study_first_submitted>July 31, 2023</study_first_submitted>
    <study_first_submitted_qc>July 31, 2023</study_first_submitted_qc>
    <study_first_posted type="Actual">August 8, 2023</study_first_posted>
    <last_update_submitted>July 31, 2023</last_update_submitted>
    <last_update_submitted_qc>July 31, 2023</last_update_submitted_qc>
    <last_update_posted type="Actual">August 8, 2023</last_update_posted>
    <responsible_party>
      <responsible_party_type>Principal Investigator</responsible_party_type>
      <investigator_affiliation>Eastern Mediterranean University</investigator_affiliation>
      <investigator_full_name>Vildan Budak</investigator_full_name>
      <investigator_title>Research Assistant</investigator_title>
    </responsible_party>
    <keyword>nursing student,</keyword>
    <keyword>patient safety,</keyword>
    <keyword>flipped education model,</keyword>
    <keyword>nursing education</keyword>
    <patient_data>
      <sharing_ipd>Undecided</sharing_ipd>
      <ipd_description>will be re-evaluated at the end of the study.</ipd_description>
    </patient_data>
    <!-- Results have not yet been posted for this study                                          -->
  </clinical_study>
  
  
text: download date: ClinicalTrials.gov processed this data on September 20, 2023
  link text: Link to the current ClinicalTrials.gov record.
  url: https://clinicaltrials.gov/ct2/show/NCT05981456
  org study id: Eastern EMU
  nct id: NCT05981456
  lead sponsor: 
  has dmc: Yes
  is fda regulated drug: No
  is fda regulated device: No
  Patient safety is one of the indispensable parts of nursing education (22). Educating future
        healthcare professionals about patient safety is very important in terms of providing safe
        and quality service (23). 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 (22). 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.
  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" (1). 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 (2). However, WHO reports that patients encounter many harmful situations while
        receiving health care services (3). 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 (4). It is stated
        that the most common medical errors are related to drug administration, misuse of equipment
        and biological accidents (5). 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 (4). 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 (6). This situation
        further reveals the importance of the concept of patient safety (7).
  
        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 (5). 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 (8).
        During their education, student nurses are tried to gain theoretical and psychomotor skills
        with a traditional approach in classrooms, laboratory environments and clinics (9). 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 (10). In addition, they may
        witness medical malpractices during clinical practices (11). 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 (11). Because today, traditional
        learning methods are no longer sufficient to attract the attention of students (12). 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. (13).
        Flipped education model; It is an innovative learning model blended as information and
        technology, supported by pre-class and in-class activities (14).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 (15). 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 (16). When the studies on the flipped education
        model and patient safety competency are examined in the literature; Kim et al. (2019)
        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 (17). Cho et al (2022) 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" (18). Torkaman et al. (2022) 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"(19). Fırat Kılıç and
        Cevheroğlu (2023), 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 (20). Huang et al. (2020) 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 (21).
  
        In conclusion, patient safety is one of the indispensable parts of nursing education (22).
        Educating future healthcare professionals about patient safety is very important in terms of
        providing safe and quality service (23). 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
        (22). 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.
  allocation: Randomized
  intervention model: Crossover Assignment
  intervention model description: randomized controlled trial
  primary purpose: Other
  masking: None (Open Label)
  measure: The effect of patient safety training given with the flipped training model on patient safety competence
  time frame: 6 weeks
  description: Patient safety competence scale will be used before and after patient safety training, which will be given with flipped training.
  measure: The effect of the patient safety training given with the flipped training model on the level of satisfaction
  time frame: 6 weeks
  description: After the patient safety training, which will be given with the flipped training model, a satisfaction survey will be used from the training method.
  measure: The effect of patient safety education given with the traditional education model on patient safety competence
  time frame: 6 weeks
  description: The patient safety competence scale will be used before and after the patient safety training, which will be given with the traditional training model.
  measure: The effect of patient safety education given with the traditional education model on the level of satisfaction
  time frame: 6 weeks
  description: A satisfaction survey will be used from the training method after the patient safety training, which will be given with the traditional training model.
  arm group label: Flipped Educational Model
  arm group type: Experimental
  description: Giving the subject of patient safety education with the flipped education model
  arm group label: Traditional Educatıonal Model
  arm group type: Active Comparator
  description: Giving the subject of patient safety education with the traditional education model
  intervention type: Other
  intervention name: patient safety competency
  description: 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.
  arm group label: Flipped Educational Model
  arm group label: Traditional Educatıonal Model
  intervention type: Other
  intervention name: satisfaction with the training method
  description: 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.
  arm group label: Flipped Educational Model
  arm group label: Traditional Educatıonal Model
  criteria: 
  gender: All
  minimum age: N/A
  maximum age: N/A
  healthy volunteers: Accepts Healthy Volunteers
  last name: Hülya Fırat Kılıç
  phone: 03926303929
  phone ext: 2142
  email: hulya.firat@emu.edu.tr
  last name: Vildan Budak
  phone: 05338677816
  email: vldn.bdk.03@gmail.com
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  PMID: 34886540
  responsible party type: Principal Investigator
  investigator affiliation: Eastern Mediterranean University
  investigator full name: Vildan Budak
  investigator title: Research Assistant
  sharing ipd: Undecided
  ipd description: will be re-evaluated at the end of the study.