Nursing Education, Fall Risk Assessment
Conditions
Keywords
nursing education, nursing students, Podcast-Based Learning, Video-Based Learning, Face-to-Face Instruction, Fall-Risk Assessment
Brief summary
This randomized controlled study compared three educational approaches for teaching fall-risk assessment to first-year nursing students. The study included 81 nursing students who were randomly assigned in equal numbers to a podcast group, a video group, or a face-to-face instruction group. All three groups received the same educational content on the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale, but the content was delivered using different instructional methods. Students' theoretical knowledge of fall-risk assessment was measured before and immediately after the educational intervention. One week later, students' clinical fall-risk assessment performance was evaluated during clinical practice while they assessed patients under their care. The study aimed to compare students' theoretical knowledge and clinical assessment performance across the three instructional approaches.
Detailed description
This three-arm, parallel-group randomized controlled study was conducted with first-year nursing students enrolled in a Fundamentals of Nursing course. Participants were randomly allocated in a 1:1:1 ratio to a podcast group, a video group, or a face-to-face instruction group. The educational content was standardized across the three groups and covered the importance of fall prevention, fall risk factors, systematic assessment of fall risk, and use of the ITAKI Fall Risk Scale. The podcast group received the content through a 19-minute audio recording, the video group through a 16-minute audiovisual presentation, and the face-to-face instruction group through an approximately 20-25-minute instructor-led session. Theoretical knowledge was assessed immediately before and immediately after the educational intervention using a 28-item researcher-developed Fall-Risk Assessment Knowledge Test. Clinical fall-risk assessment performance was evaluated one week after the intervention in the clinical setting using a nine-item researcher-developed Fall-Risk Assessment Skills Checklist. The clinical performance assessment was conducted by an assessor who was not involved in delivering the educational interventions and was unaware of the participants' group assignments.
Interventions
BEHAVIORALPodcast-Based Education
Participants received standardized education on fall prevention and fall-risk assessment through a 19-minute audio podcast. The educational content covered the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale. Participants listened to the podcast individually during the scheduled class session, and the recording remained accessible after the intervention.
BEHAVIORALVideo-Based Education
Participants received the same standardized education on fall prevention and fall-risk assessment through an approximately 20-minute audiovisual presentation. The educational content covered the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the Itaki Fall Risk Scale. Participants viewed the video during the scheduled class session, and the video remained accessible after the intervention.
BEHAVIORALFace-to-Face Education
Participants received the same standardized education on fall prevention and fall-risk assessment through an approximately 20-25-minute instructor-led face-to-face session supported by presentation slides. The educational content covered the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale. Participants were able to ask questions and engage in discussion during the session.
Sponsors
Aydin Adnan Menderes University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to 45 Years
Healthy volunteers
Yes
Inclusion criteria
* First-year undergraduate nursing students enrolled in the Fundamentals of Nursing course during the 2025-2026 academic year. * Present at the university on the day of the educational intervention. * Voluntarily agreed to participate in the study.
Exclusion criteria
* Absence from the university on the day of the educational intervention. * Declined to participate in the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Theoretical Knowledge of Fall-Risk Assessment | Immediately before and immediately after the educational intervention | Theoretical knowledge of fall-risk assessment was measured using the researcher-developed Fall-Risk Assessment Knowledge Test. The test consists of 28 true/false items. Each correct answer is scored as 1 and each incorrect answer as 0, resulting in a total score ranging from 0 to 28. Higher scores indicate greater theoretical knowledge of fall prevention and fall-risk assessment. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Clinical Fall-Risk Assessment Performance | 1 week after the educational intervention | Clinical fall-risk assessment performance was evaluated using the researcher-developed Fall-Risk Assessment Skills Checklist. The checklist consists of nine assessment items covering age, level of consciousness, disease status, mobility, elimination needs, vision status, medication use, equipment use, and history of falls. Each item is scored as 0 (not performed), 1 (partially performed), or 2 (performed), resulting in a total score ranging from 0 to 18. Higher scores indicate better clinical fall-risk assessment performance. |
Countries
Turkey (Türkiye)
Outcome results
None listed