First year nursing students’ knowledge, skill levels and learning persistence in nursing practices: a comparison between classical lecture and flipped classroom
Abstract Background Flipped Classroom Model (FCM) is a proposed method which is a novel and student-centered teaching strategy for encouraging nursing students to engage in the learning process. This study was aimed to evaluate the impact of the FCM on nursing students’ knowledge, skill levels and p...
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| Language: | English |
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BMC
2025-07-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07574-0 |
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| author | Çiğdem Gamze Özkan Birsel Canan Demırbağ |
| author_facet | Çiğdem Gamze Özkan Birsel Canan Demırbağ |
| author_sort | Çiğdem Gamze Özkan |
| collection | DOAJ |
| description | Abstract Background Flipped Classroom Model (FCM) is a proposed method which is a novel and student-centered teaching strategy for encouraging nursing students to engage in the learning process. This study was aimed to evaluate the impact of the FCM on nursing students’ knowledge, skill levels and persistence of learning. Design This controlled quasi-experimental study was carried out with 71 first-year nursing students (35 experimental / 36 control). Methods The data were collected between February and April 2018 and the study was completed in January 2021. The data were collected using student information form, and knowledge test which was applied as pre-test, post-test and persistence test, as well as skill evaluation checklists including blood pressure measurement (BPM), drug preparation (DP), nasogastric tube insertion (NTI) and blood glucose measurement (BGM) with a glucometer. The students in the experimental group took the Nursing Fundamentals (NF) lesson with the FCM and the students in the control group with traditional teaching methods. Results The students in the experimental group had higher scores from the post and persistence tests of the knowledge test compared to the control group addition, the skill scores of the experimental group for all of the skill applications in the first follow-up and persistence follow-up were higher than the control group. Conclusion FCM has a positive effect on the knowledge and skill levels of nursing students and provides persistence in acquired knowledge and skills. Clinical trial number Not applicable. |
| format | Article |
| id | doaj-art-7d62b230c0ad4e27abbe533cd312a5f2 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-7d62b230c0ad4e27abbe533cd312a5f22025-08-20T03:46:07ZengBMCBMC Medical Education1472-69202025-07-0125111510.1186/s12909-025-07574-0First year nursing students’ knowledge, skill levels and learning persistence in nursing practices: a comparison between classical lecture and flipped classroomÇiğdem Gamze Özkan0Birsel Canan Demırbağ1Faculty of Health Sciences, Nursing Department, Manisa Celal Bayar UniversityFaculty of Health Sciences, Nursing Department, Karadeniz Technical UniversityAbstract Background Flipped Classroom Model (FCM) is a proposed method which is a novel and student-centered teaching strategy for encouraging nursing students to engage in the learning process. This study was aimed to evaluate the impact of the FCM on nursing students’ knowledge, skill levels and persistence of learning. Design This controlled quasi-experimental study was carried out with 71 first-year nursing students (35 experimental / 36 control). Methods The data were collected between February and April 2018 and the study was completed in January 2021. The data were collected using student information form, and knowledge test which was applied as pre-test, post-test and persistence test, as well as skill evaluation checklists including blood pressure measurement (BPM), drug preparation (DP), nasogastric tube insertion (NTI) and blood glucose measurement (BGM) with a glucometer. The students in the experimental group took the Nursing Fundamentals (NF) lesson with the FCM and the students in the control group with traditional teaching methods. Results The students in the experimental group had higher scores from the post and persistence tests of the knowledge test compared to the control group addition, the skill scores of the experimental group for all of the skill applications in the first follow-up and persistence follow-up were higher than the control group. Conclusion FCM has a positive effect on the knowledge and skill levels of nursing students and provides persistence in acquired knowledge and skills. Clinical trial number Not applicable.https://doi.org/10.1186/s12909-025-07574-0Active learningFlipped classroomKnowledgeLearning persistenceNursing educationSkill levels |
| spellingShingle | Çiğdem Gamze Özkan Birsel Canan Demırbağ First year nursing students’ knowledge, skill levels and learning persistence in nursing practices: a comparison between classical lecture and flipped classroom BMC Medical Education Active learning Flipped classroom Knowledge Learning persistence Nursing education Skill levels |
| title | First year nursing students’ knowledge, skill levels and learning persistence in nursing practices: a comparison between classical lecture and flipped classroom |
| title_full | First year nursing students’ knowledge, skill levels and learning persistence in nursing practices: a comparison between classical lecture and flipped classroom |
| title_fullStr | First year nursing students’ knowledge, skill levels and learning persistence in nursing practices: a comparison between classical lecture and flipped classroom |
| title_full_unstemmed | First year nursing students’ knowledge, skill levels and learning persistence in nursing practices: a comparison between classical lecture and flipped classroom |
| title_short | First year nursing students’ knowledge, skill levels and learning persistence in nursing practices: a comparison between classical lecture and flipped classroom |
| title_sort | first year nursing students knowledge skill levels and learning persistence in nursing practices a comparison between classical lecture and flipped classroom |
| topic | Active learning Flipped classroom Knowledge Learning persistence Nursing education Skill levels |
| url | https://doi.org/10.1186/s12909-025-07574-0 |
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