Evaluation of the effects of a flipped classroom model versus lecture method on BSc nursing students’ knowledge in a health assessment course
DOI:
https://doi.org/10.18203/2394-6040.ijcmph20263164Keywords:
Flipped classroom, Health assessment, Knowledge, Nursing studentsAbstract
Background: Conventional teacher-centred pedagogy has dominated nursing education. However, these methods have been associated with passive learning, inability to develop problem-solving and critical thinking skills among nursing students, and an increasing theory and practice gap. Adoption of innovative student-centred teaching methods such as the flipped classroom has been proposed as a strategy to bridge this gap. The study aimed to evaluate the effect of a flipped classroom model versus the lecture method on knowledge acquisition among second-year BSc. nursing students undertaking a health assessment course at a Kenyan University.
Methods: A mixed-method study consisting of a non-equivalent control group pre-test post-test quasi-experimental design was adopted. Forty-one students received training through the lecture method, while 39 were exposed to the flipped classroom approach over consecutive academic years. A knowledge test was administered pre-course and post-course. Data were analyzed using descriptive and inferential statistics, including the chi-square test and paired and independent t-tests.
Results: There was a significant difference in post-test health assessment knowledge mean scores, with the flipped classroom group attaining higher scores compared to their traditional lecture counterparts (p=0.004).
Conclusions: The flipped classroom had a positive effect on nursing students’ knowledge of health assessment. This student-centred pedagogy can be recommended for teaching foundational nursing courses.
References
Bvumbwe T, Mtshali N. Nursing education challenges and solutions in Sub-Saharan Africa: an integrative review. BMC Nurs. 2018;17(3):1-11.
Naing C, Chellappan D.K, Shew-Fung W, Riegelman A. Whittaker MA. The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: a systematic review. Campbell Syst Rev. 2019;15:e1041.
Bristol T, Hagler D, McMillian-Bohler J, Wermers R, Hatch D, Oermann M. Nurse educators’ use of lecture and active learning. Teach Learn Nurs. 2019;14:94-6.
Amtamwa MO, Gatere R, Mutinda A. Assessment of classroom teaching strategies at Kenya Medical Training College Vihiga Campus. J Health Med Nurs. 2019;3(3):31-44.
Makata NE, Ewunonu NC, Makanjuola OJ, Ilo CI, Okonkwo OG, Ndubuisi SF. Perception of the utilization of teaching methods by student nurses in south-east Nigeria: a cross-sectional study. Int J Nurs Educ Res. 2023;11(4):275-0.
Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018;18(38):1-12.
Bergmann J, Sams A. Flip your classroom: Reach every student in every class every day. Eugene, OR: International; 2012.
Mary AJ. Blended and flipped: exploring new models for effective teaching and learning. Int J Emerg Trends Sci Tech. 2016;3(11):4784-7.
Tan C, Yue W, Fu Y. Effectiveness of flipped classrooms in nursing education: systematic review and meta-analysis. Chinese Nurs Res. 2017;4:192-200.
Ward M, Knowlton MC, Laney CW. The flip side of traditional nursing education: a literature review. Nurs Educ Pract. 2018; 29:163-71.
Youhasan P, Chen Y, Lyndon M, Henning MA. Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC Nurs. 2021;20:50.
Nursing Council of Kenya. Bachelor of Science in Nursing Students Training File, Nairobi: NCK: Nursing Council of Kenya; 2014
Kraut AS, Omron R, Caretta-Weyer H, Jordan J, Manthey D, Wolf SJ. et al. The Flipped Classroom: A Critical Appraisal. West J Emerg Med. 2019; 20(3):1-10.
Mohseni S, Motlagh MK, Ashrafifard H, Rasti A. The effectiveness of the technology-enhanced flipped class on the learning and satisfaction of nursing students in the immunology course: A quasi-experimental study. Nurs Educ Today. 2024;141:106314.
Naciri A, El Hajji M, Radid M, Kharbach A, Chemsi G. Exploring student motivation and performance in the flipped classroom: a case study of nursing students. Electron J Gen Med. 2022;19(3):em364.
Sarıtaş E, Baykara ZG. The effect of flipped learning approach on nursing students’ learning of patient safety: a randomized controlled trial. Nurse Educ Pract. 2023;72:103742.
Chikeme PC, Ogbonnaya NP, Ihudiebube-Splendor C, Abonyi EO, Madu O, Okoronkwo I. Self-directed learning readiness and learning achievements of a flipped classroom model approach in research methods class: a quasi-experimental study. Nurs Educ Pract. 2024;77:103968.
Öz G¨O, Abaan S. Use of a flipped classroom “leadership in nursing” course on nursing students’ achievement and experiences: a quasi-experimental study. J Prof Nurs. 2021;37:562-71.
Al‐Mugheed K, Bayraktar N. Effectiveness of a venous thromboembolism course using flipped classroom with nursing students: a randomized controlled trial. Nurs Forum. 2021;56:623‐29.
Fan J, Tseng YJ, Chao LF, Chen SL, Jane SW. Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study. BMC Med Educ. 2020;317:1-11.
Joseph MA, Natarajan J, Labrague L, Al Omari O. Paradoxical effect of flipped classroom on nursing students' learning ability and satisfaction in a fundamental of nursing clinical course: a quasi-experimental study. J Profess Nurs. 2025;57:112-20.
Ruzafa-Martínez M, Molina-Rodríguez A, Pérez-Muñoz V, Leal-Costa C, Ramos-Morcillo AJ. Effectiveness of the flipped classroom methodology on the learning of evidence-based practice of nursing students: quasi-experimental design. Nurse Educ Today. 2023;128:105878.
Downloads
Published
How to Cite
Issue
Section
