Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first‐year nursing students

Abstract

Aim In nursing education, innovative approaches are crucial to enhancing students’ competence and preparing them to respond to the complex healthcare needs of society. The aim of the current study was to compare the efficacy of the flipped classroom and traditional educational approaches on the acquisition of urinary system knowledge and skill level, and on the motivation and learning strategies of first‐year nursing students. Methods This study was implemented with a single blind and randomized controlled design in the nursing department of a university’s faculty of health sciences between December 2018 and December 2019, with 94 first‐year undergraduate nursing students (47 in the experimental group adopting a flipped classroom approach, 47 students in the traditional approach control group). The study was conducted over pre‐test and posttest phases for both groups. Results The experimental group had higher mean scores than the controls in intrinsic goal orientation, task value, self‐efficacy, rehearsal, elaboration, and organization and effort regulation, but lower scores in test anxiety (p < 0.001). The theoretical and skill exam scores of the experimental group were higher than those of the control group (p < 0.001). Conclusion The flipped classroom approach was effective for improving urinary system knowledge and skill level, and for the motivation and learning strategies of nursing students. This innovative education approach can be recommended as a student‐centered method in nursing education for teaching theoretical knowledge and evidence‐based practices.

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“…Efecto en la adquisición de competencias y habilidades personales Afzal y Masroor (2019) Neutro No se informa Respecto al efecto en la calificación en las pruebas de evaluación, 20 estudios (Aksoy & Pasli, 2022;Dong et al, 2021;El Sadik & Abdulmonem, 2021;Fanguy et al, 2017;Fuentes et al, 2020;Goh & Ong, 2019;Guo, 2019;Hava & Gelibolu, 2018;Huang et al, 2020;Hung, 2017;Khan et al, 2022;Leis & Brown, 2018;Loveys & Riggs, 2019;Maheshwari & Seth, 2019;Saglam & Arslan, 2018;Sezer & Abay, 2018;Sun & Wu, 2016;Webb & Doman, 2016;Wilton et al, 2019;Wozny et al, 2018) de los 27 analizados constatan una mejora de los resultados académicos en el grupo experimental. Otros 5 estudios (Afzal & Masroor, 2019;Cabi, 2018;Craft & Linask, 2020;Hung, 2017;Khan et al, 2022) determinan un efecto neutro del AI respecto a la clase tradicional.…”

Efectividad de la metodología de aula inversa en el ámbito universitario. Una revisión sistemática

“…En la Tabla 3 se presentan resumidos los resultados de los diferentes estudios en relación con la eficacia del AI según las dos perspectivas. Respecto al efecto en la calificación en las pruebas de evaluación, 20 estudios (Aksoy & Pasli, 2022;Dong et al, 2021;El Sadik & Abdulmonem, 2021;Fanguy et al, 2017;Fuentes et al, 2020;Goh & Ong, 2019;Guo, 2019;Hava & Gelibolu, 2018;Huang et al, 2020;Hung, 2017;Khan et al, 2022;Leis & Brown, 2018;Loveys & Riggs, 2019;Maheshwari & Seth, 2019;Saglam & Arslan, 2018;Sezer & Abay, 2018;Sun & Wu, 2016;Webb & Doman, 2016;Wilton et al, 2019;Wozny et al, 2018) de los 27 analizados constatan una mejora de los resultados académicos en el grupo experimental. Otros 5 estudios (Afzal & Masroor, 2019;Cabi, 2018;Craft & Linask, 2020;Hung, 2017;Khan et al, 2022) determinan un efecto neutro del AI respecto a la clase tradicional.…”

Nursing Students’ Perceived Satisfaction with Flipped Learning Experiences: A Mixed-Methods Study

“…In summary, FL experiences have been shown to be an effective tool in nursing and medicine courses during the COVID-19 pandemic, both in the learning process and in motivation and students' moods [30,31]. Nonetheless, designing a work plan is fundamental to achieving good results [32].…”