Nursing Management and Education Department, College of Nursing, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia.
Medical-Surgical Nursing Department, College of Nursing, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia.
BMC Med Educ. 2024 Aug 26;24(1):926. doi: 10.1186/s12909-024-05749-9.
Flipped teaching is an interactive learning strategy that actively engages students in the learning process. Students have an active role in flipped teaching as they independently prepare for the class. Class time is dedicated to discussion and learning activities. Thus, it is believed that flipped teaching promotes students' critical thinking, communication, application of knowledge in real-life situations, and becoming lifelong learners. The aim of this study was to describe the students' perception of flipped teaching as an innovative learning strategy. And to assess if there was a difference in students' academic performance between those who participated in a traditional teaching strategy compared to those who participated in flipped teaching intervention.
A quasi-experimental design with intervention and control groups. A purposive sampling technique of undergraduate nursing students was used.
A total of 355 students participated in both groups, and 70 out of 182 students in the intervention group completed the survey. The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy. The result revealed that there is a statistically significant difference in the mean students' scores for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82).
Flipped teaching proves its effectiveness in improving students' learning experience and academic performance. Also, students had a positive perception about flipped teaching as it allowed them to develop essential nursing competencies. Future studies must consider measuring the influence of flipped teaching on students' ability to acquire nursing competencies, such as critical thinking and clinical reasoning.
翻转教学是一种互动式学习策略，它能让学生积极参与学习过程。学生在翻转教学中扮演积极的角色，因为他们可以自主地为课程做准备。课堂时间则专门用于讨论和学习活动。因此，人们相信翻转教学可以促进学生的批判性思维、沟通能力、将知识应用于实际情况的能力以及成为终身学习者。本研究旨在描述学生对翻转教学作为一种创新学习策略的看法。并评估与传统教学策略相比，参与翻转教学干预的学生的学业成绩是否存在差异。
采用干预组和对照组的准实验设计。采用目的抽样技术选取本科护理学生。
共有 355 名学生参加了两个组的研究，其中 182 名干预组学生中有 70 人完成了调查。学生认为翻转课堂作为一种教学策略具有中等水平的有效性。结果表明，干预组（M=83.34，SD=9.81）和对照组（M=75.57，SD=9.82）的学生平均成绩存在统计学显著差异。
翻转教学在提高学生的学习体验和学业成绩方面被证明是有效的。此外，学生对翻转教学有积极的看法，因为它使他们能够发展必要的护理能力。未来的研究必须考虑衡量翻转教学对学生获取护理能力（如批判性思维和临床推理）的影响。
