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.
Inclusion Criteria:
Exclusion Criteria:
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.
Participants received a two-week patient safety education program consisting of four 90-minute face-to-face classroom sessions and structured asynchronous online learning activities. The online component included patient safety case scenarios, selected scientific articles, researcher-prepared topic summaries, and supplementary educational resources. Online materials were integrated into classroom discussions and reinforced through instructor feedback.
Participants received the same two-week patient safety education content through four 90-minute face-to-face classroom sessions but did not have access to the online learning platform during the study. The educational topics, instructor, intervention period, and total face-to-face teaching time were the same as those provided to the blended learning group.
Burdur, Burdur 15030, Turkey (Türkiye)
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