Journal of Isfahan Medical School

Journal of Isfahan Medical School

Design, implementation, and evaluation of a blended course on error management in the emergency department.

Document Type : Original Article(s)

Authors
Hossein Nazmiah 1
Nikoo , Yamani 2
Khadijeh Nasiriani 3
Sara Heydari 4
1 Student, Department of Medical Education, Smart University of Medical Sciences, Tehran, AND Assistant Professor, Research Center for Nursing and Midwifery Care, Comprehensive Research Institute for Maternal and Child Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
2 Professor, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
3 Professor, Research Center for Nursing and Midwifery Care, Non-communicable Diseases Research Institute, Department of Nursing, School of Nursing and Midwifery, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
4 Associate Professor, Department of Medical Education, Medical Education and Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
10.48305/jims.v44.i865.0941
Abstract
Background: Patient safety is a fundamental challenge in healthcare systems, and nursing errors constitute a major threat to patient safety. Training nursing students in error management may be an effective strategy to reduce such errors. This study aimed to determine the effect of a blended error management training program in the emergency department.

Methods: This semi-experimental pretest–posttest study was conducted on 165 nursing students at Shahid Sadoughi University of Medical Sciences, Yazd, using a census sampling method. The training program was developed based on the ADDIE instructional design model, including analysis (qualitative study, learner analysis, and needs assessment), design (learning objectives and evaluation methods), development (content preparation, course design, and pilot implementation), implementation (blended course delivery), and evaluation (assessment of learning and reaction using the Kirkpatrick model). Data were collected using researcher-developed questionnaires and analyzed using descriptive statistics and paired t-tests.

Results: The mean learning score increased significantly from 6.78 ± 2.441 before the intervention to 12.36 ± 1.876 after the intervention (p < 0.001). Students’ satisfaction with the training program was at a desirable level. Reaction-level evaluation showed that all domains scored above the moderate level, with the highest scores related to course evaluation and instructional design and the lowest scores related to course content and technical aspects.

Conclusion: The blended error management training program demonstrated the potential to improve learning outcomes, reactions, and satisfaction among nursing students. However, due to the semi-experimental design, the findings should be interpreted with caution, and further controlled studies are recommended

Highlights

Hossein Nazmiah: Google Scholar , PubMed

Sara Heydari: Google Scholar , PubMed

Keywords
Error
Nursing
Students
Subjects
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Journal of Isfahan Medical School
Volume 44, Issue 847
1st Week, August
July and August 2026
Pages 941-948

  • Receive Date 07 March 2025
  • Accept Date 25 July 2026