Effects of Two Teaching Methods on Nursing Students' Attitudes Toward Medical Errors

Saglik Bilimleri Universitesi98 enrolled

Overview

The aim of this study is to compare the effects of patient safety education delivered through the Pecha Kucha method, scenario-based teaching, and traditional teaching on nursing students' attitudes toward medical errors. Research Hypotheses: H1: Patient safety education delivered through the Pecha Kucha method significantly improves nursing students' attitudes toward medical errors. H2: Scenario-based patient safety education significantly improves nursing students' attitudes toward medical errors. H3: Nursing students who receive patient safety education through the Pecha Kucha method demonstrate significantly greater improvement in their attitudes toward medical errors than those in the control group. H4: Nursing students who receive scenario-based patient safety education demonstrate significantly greater improvement in their attitudes toward medical errors than those in the control group. H5: There is a significant difference between the Pecha Kucha method and scenario-based teaching in terms of changes in nursing students' attitudes toward medical errors. This study is designed as a three-arm, parallel-group, randomized controlled trial with a pretest-posttest design to evaluate the effects of two different teaching methods for patient safety education on nursing students' attitudes toward medical errors. Participants will be randomly assigned to one of the following three groups: Group 1 (Pecha Kucha Group): Participants will receive patient safety education delivered using the Pecha Kucha teaching method. Group 2 (Scenario-Based Learning Group): Participants will receive patient safety education delivered using a scenario-based teaching method. Group 3 (Control Group): Participants will receive patient safety education delivered using the traditional lecture-based teaching method, which represents the routine educational approach.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

NONE

Enrollment

Interventions

Pecha Kucha-Based Patient Safety EducationBEHAVIORAL

Participants will receive patient safety education delivered using the Pecha Kucha teaching method. The intervention consists of a structured presentation format designed to promote active learning, engagement, and concise knowledge delivery.

Scenario-Based Patient Safety EducationBEHAVIORAL

Participants will receive patient safety education delivered using a scenario-based teaching method. The intervention incorporates realistic clinical scenarios to enhance critical thinking, clinical reasoning, and decision-making related to patient safety.

Traditional Lecture-Based Patient Safety EducationBEHAVIORAL

Participants will receive patient safety education through the traditional lecture-based teaching method routinely used in the nursing curriculum.

Eligibility

Sex: ALLMin age: 18 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Being a first-year student at the University of Health Sciences, Hamidiye Faculty of Nursing * Attending the "Ethics in Nursing" course * Agreeing to participate in the study * Being 18 years of age or older * Not having previously taken a course on patient safety Exclusion Criteria: * Declining to participate in the study * Wishing to withdraw from the study at any stage * Incompletely filling out the study's data collection form.

Outcomes

Primary Outcomes

Medical Error Attitude Scale (MEAS)

Participants' attitudes toward medical errors will be assessed using the Medical Error Attitude Scale (MEAS). Total scale scores will be compared among the Pecha Kucha, scenario-based learning, and control groups to evaluate the effectiveness of the educational interventions. The instrument consists of 16 items across three subscales: Perception of Medical Errors, Approach to Medical Errors, and Causes of Medical Errors. Each item is rated on a 5-point Likert scale, and the overall score ranges from 1 to 5. A mean score of 3 or higher indicates a positive attitude toward medical errors, whereas a score below 3 indicates a negative attitude. Higher scores indicate more positive attitudes toward medical error prevention, reporting, and patient safety.

Time frame: Baseline (before the intervention) and immediately after the intervention

Secondary Outcomes

Adult Education Satisfaction Scale (AESS)

Participants' satisfaction with the educational intervention will be evaluated using the Adult Education Satisfaction Scale. Total scale scores will be assessed immediately after completion of the educational intervention to determine participants' satisfaction with the teaching methods. The scale comprises 30 items organized into six subscales and is scored on a 5-point Likert scale, yielding a total score ranging from 30 to 150. Higher scores indicate greater satisfaction with the educational intervention. The AESS evaluates participants' satisfaction with the educational program and the extent to which it achieves its intended learning objectives.

Time frame: Immediately after the intervention