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Violence is a major global public health problem, causing approximately 1.5 million deaths each year. Dating violence, a common form of violence among young people, has serious consequences for women's and youths' physical and mental health, including mortality, chronic diseases, mental disorders, risky health behaviors, and substantial economic burden. As future healthcare providers, nursing students' myths, attitudes, and perceptions regarding dating violence can directly influence the quality and sensitivity of the care they deliver to survivors. Current literature mainly consists of descriptive studies focusing on nursing students' perceptions or attitudes toward dating violence, while experimental and structured educational interventions are limited.
This study aims to develop and evaluate an educational program supported by high-fidelity simulation and flipped learning to increase nursing students' awareness levels regarding dating violence, as well as to address their myths, attitudes, and perceptions. In the flipped learning component, students will review digital educational materials before class and actively participate in in-class activities; in the simulation component, students will engage in realistic scenarios involving dating violence cases to enhance their clinical readiness and care competencies. The study is designed to contribute to the prevention of dating violence by strengthening nursing students' knowledge, awareness, and professional responsibility in this field.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| High-Fidelity Simulation-Based Education | Experimental |
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| Flipped Classroom-Based Education | Experimental |
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| Control Grubu | No Intervention | A traditional lecture-based educational program on dating violence. The content is delivered through classroom lectures covering definitions, epidemiology, risk factors, myths, signs and symptoms, and reporting procedures related to dating violence. No simulation or flipped classroom components are included. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| High-Fidelity Simulation-Based Education | Behavioral | Nursing students in this group will receive an educational program on dating violence using high-fidelity simulation. Students will participate in realistic clinical scenario involving women exposed to dating violence, followed by debriefing and feedback sessions. The intervention is designed to improve students' recognition, assessment, and reporting of dating violence cases. |
| Measure | Description | Time Frame |
|---|---|---|
| Change in dating violence perception score | The Dating Violence Perceptions Scale will be used. The scale is a six-point Likert scale. Scale item scores are rated as follows: 1 = Strongly disagree, 2 = Disagree somewhat, 3 = Disagree slightly, 4 = Agree slightly, 5 = Agree somewhat, 6 = Strongly agree. The scale ranges from a minimum of 15 points to a maximum of 90 points. Higher scores on the scale indicate that the individual views dating violence as normal rather than abusive. | At this point, standardized scales will be used. Participants will be assessed with a pre-test before the training and a post-test after the training is completed. 2 mounth |
| Change in dating violence myths belief score | The Dating Violence Myths Scale will be used. The scale is a six-point Likert scale. Scale item scores are rated as follows: 1 = Strongly disagree, 2 = Disagree somewhat, 3 = Disagree a little, 4 = Agree a little, 5 = Agree somewhat, 6 = Strongly agree. The total score from the scale ranges from 9 to 54. A higher score on the scale indicates that the individual believes in dating violence myths. | At this point, a standardized scale will be used. Participants will be assessed with a pre-test before the training and a post-test after the training is completed. 2 mounth |
| Nursing Students' Perception and Understanding of Intimate Partner Violence Score | The Scale of Nursing Students' Perceptions and Understanding of Intimate Partner Violence will be used. The scale item scores are based on a 5-point Likert-type rating system ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). The total score obtained from the scale ranges from 30 to 150. A higher score on the scale indicates a higher level of perception and understanding of intimate partner violence. | At this point, a standardized scale will be used. Participants will be assessed with a pre-test before the training and a post-test after the training is completed. 2 mounth |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Hilal Büyüktopaç Büyüktopaç Çakıcı | Bartın Unıversity | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Bartın University | Bartın | Merkez | 74110 | Turkey (Türkiye) |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | https://pubmed.ncbi.nlm.nih.gov/31793913/ | ||
| Background | https://pubmed.ncbi.nlm.nih.gov/40168749/ | ||
| Background | https://pubmed.ncbi.nlm.nih.gov/34085280/ | ||
| Background | https://pubmed.ncbi.nlm.nih.gov/39705442/ | ||
| Background | https://pubmed.ncbi.nlm.nih.gov/35272822/ | ||
| Background | https://pubmed.ncbi.nlm.nih.gov/26753306/ | ||
| Background | https://pubmed.ncbi.nlm.nih.gov/40290871/ | ||
| Background | https://pubmed.ncbi.nlm.nih.gov/35779525/ |
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Within 1-3 years after publication of the main study results, provided that participants have given their consent for data sharing.
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Arm 1 - Experimental: High-Fidelity Simulation-Based Education
Arm 2 - Experimental: Flipped Classroom-Based Education
Arm 3 - Control: Traditional Lecture-Based Education
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| Flipped Classroom-Based Education | Behavioral | A flipped classroom educational program on dating violence. Students are provided with digital learning materials (videos, presentations, and readings) prior to class. During class sessions, students engage in discussions, case studies, and interactive activities focused on dating violence recognition, myths, and appropriate nursing care and reporting. |
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