J Nurs Educ. 2024 Aug;63(8):501-506. doi: 10.3928/01484834-20240404-03. Epub 2024 Aug 1.
Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats.
A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group ( = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC ( = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course.
Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC.
Implementing the FC method effectively promoted students' knowledge acquisition and retention. .
学生的知识获取和保留对于护理培训至关重要。本研究考察了传统课堂和翻转课堂（FC）两种模式在内容知识获取和保留方面的差异。
本研究采用了预测试-后测试准实验设计，并进行了随访测试，参与者为香港一所社区学院的护理专业大专学生。对照组（n=141）包括在 COVID-19 之前接受传统课堂（TC）教学的护理专业学生，而实验组（n=130）则包括在疫情期间接受 FC 教学的护理专业学生。在课程开始前、课程结束后和课程结束 3 个月后对效果进行了评估。
两组学生的内容知识得分在课程结束后都有所提高。与 TC 组的学生相比，FC 组的学生在短期（课程结束后立即进行的后测）和长期（课程结束 3 个月后的随访测试）的表现都更好。
有效地实施 FC 方法能够促进学生的知识获取和保留。
