Students' Scientific Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran; Education Development Center, Tehran University of Medical Sciences, Tehran, Iran.
Nurse Educ Today. 2024 Oct;141:106314. doi: 10.1016/j.nedt.2024.106314. Epub 2024 Jul 14.
Health professions graduates are expected to have core competencies and the ability to provide safe, high-quality, patient-centered care. To guarantee this, active learning and learner-oriented learning approaches should be employed.
This research was conducted to determine the effect of the technology-enhanced flipped classroom on the learning and satisfaction of nursing students in the medical immunology course.
Quasi-experimental study.
The participants were 80 nursing students recruited through convenience sampling from the Faculty of Nursing and Midwifery, Tehran University of Medical Sciences who were taking the medical immunology course.
In the odd sessions, teaching was traditional, and in the even sessions was flipped. The tools of this study included a satisfaction questionnaire and a class test. Data were analyzed using descriptive statistics, paired t-test, and One-sample t-test by SPSS21.
Longitudinal analysis showed that there was no change in the level of students' learning in the traditional method over time but in the flipped classroom method, there was a positive effect in increasing students' learning. The comparison of students' average learning scores showed the average learning scores in the traditional approach increased from 10.049 to 10.590 But this difference was not statistically significant (P = 0.247). In the flipped classroom, the average learning scores increased from 7.745 to 10.440 which was significant (P < 0.001). The average score of students' satisfaction with the flipped classroom teaching method was 7.56 ± 1.81 and higher than the average level.
Technology-enhanced flipped classroom was effective in improving learning and high satisfaction of nursing students which shows that this approach is successful for teaching medical immunology to nursing students. This approach has the potential to be expanded to other nursing courses according to its correct application and implementation.
医学专业毕业生应具备核心能力和提供安全、高质量、以患者为中心的护理能力。为了保证这一点，应该采用主动学习和以学习者为中心的学习方法。
本研究旨在确定增强型翻转课堂对护理学生医学免疫学课程学习和满意度的影响。
准实验研究。
参与者是通过便利抽样从德黑兰医科大学护理与助产学院招募的 80 名护理学生，他们正在学习医学免疫学课程。
奇数课程采用传统教学，偶数课程采用翻转课堂。本研究的工具包括满意度问卷和课堂测验。使用 SPSS21 进行描述性统计、配对 t 检验和单样本 t 检验分析数据。
纵向分析显示，传统教学方法中学生的学习水平没有随时间变化而变化，但在翻转课堂教学方法中，学生的学习水平有了显著提高。学生平均学习成绩的比较显示，传统方法的平均学习成绩从 10.049 提高到 10.590，但差异无统计学意义（P=0.247）。在翻转课堂中，平均学习成绩从 7.745 提高到 10.440，差异有统计学意义（P<0.001）。学生对翻转课堂教学方法的满意度平均得分为 7.56±1.81，高于平均水平。
增强型翻转课堂能够有效提高护理学生的学习成绩和满意度，表明这种方法在教授护理学生医学免疫学方面是成功的。根据正确的应用和实施，这种方法有可能扩展到其他护理课程。
