Khodadadeh Alireza, Rivaz Mozhgan, Torabizadeh Camellia
Student research committee, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Zand St., Namazee Sq., Shiraz, 7193613119, Iran.
BMC Med Educ. 2025 Jul 26;25(1):1118. doi: 10.1186/s12909-025-07662-1.
The evolution of healthcare systems has highlighted the need for new educational approaches to develop professional skills. Active learning strategies, such as the flipped classroom (FC) and jigsaw techniques with an emphasis on collaboration play a key role in empowering learners. This study aimed to determine the effects of FC and jigsaw methods on nursing students' learning, retention of course content, and satisfaction.
A quasi-experimental, posttest design study was conducted on 111 nursing students from January 2023 to November 2024 in the three academic semesters. Three groups-flipped classroom (FC), jigsaw, and Lecture-Based-Teaching (LBT)-were assessed over a period of 10 weeks. The FC and jigsaw groups served as the experimental groups, while the LBT group was used as the control group. A census sampling method was employed for participant selection. The groups were randomly allocated to the three teaching approaches: FC (n = 35), jigsaw (n = 43), and LBT (n = 34). Data were collected via a demographic information form, a multiple-choice question (MCQ), and a student satisfaction questioner. The MCQ test was given to each group separately, right after the four teaching sessions and six weeks after the intervention's end, to assess the learning and retention of course content of the students. Data was analyzed using ANOVA and the Mann‒Whitney tests.
Compared with the other two methods, the jigsaw method resulted in significantly higher learning scores (p < 0.05). There was no statistically significant difference in retention of course content among the three groups (p > 0.05). Most students were satisfied with the FC and jigsaw.
The jigsaw method, compared to the FC and LBT methods, fostered better learning outcomes, by encouraging student interaction. This method is an effective means to encourage nursing students to assume responsibility for their learning. Therefore, the learner-centered approaches can provide viable and desirable alternatives for LBT, while considering educational needs, conditions, and available resources. So, their use is recommended for nursing educators to enhance student learning.
Not applicable.
Not applicable.
医疗保健系统的发展凸显了采用新的教育方法来培养专业技能的必要性。主动学习策略，如翻转课堂（FC）和强调协作的拼图技巧，在提升学习者能力方面发挥着关键作用。本研究旨在确定FC和拼图方法对护理专业学生学习、课程内容记忆及满意度的影响。
2023年1月至2024年11月期间，在三个学术学期对111名护理专业学生进行了一项准实验性的后测设计研究。在为期10周的时间里，对三个小组——翻转课堂（FC）组、拼图组和基于讲座的教学（LBT）组进行了评估。FC组和拼图组作为实验组，而LBT组用作对照组。采用普查抽样方法选择参与者。将这些小组随机分配到三种教学方法中：FC组（n = 35）、拼图组（n = 43）和LBT组（n = 34）。通过人口统计学信息表、多项选择题（MCQ）和学生满意度调查问卷收集数据。在四次教学课程结束后以及干预结束六周后，分别对每个小组进行MCQ测试，以评估学生对课程内容的学习和记忆情况。使用方差分析和曼-惠特尼检验对数据进行分析。
与其他两种方法相比，拼图方法产生的学习成绩显著更高（p < 0.05）。三组在课程内容记忆方面没有统计学上的显著差异（p > 0.05）。大多数学生对FC和拼图方法感到满意。
与FC和LBT方法相比，拼图方法通过鼓励学生互动，促进了更好的学习成果。这种方法是鼓励护理专业学生对自己的学习负责的有效手段。因此，以学习者为中心的方法在考虑教育需求、条件和可用资源的同时，可以为LBT提供可行且理想的替代方案。所以，建议护理教育工作者采用这些方法来提高学生的学习效果。
不适用。
不适用。
