ArticleTeaching and learning in nursing : official journal of the National Organization for Assciate Degree Nursing2023
Innovative use of a flipped-classroom approach to teach fundamental nursing skills.
Article in Teaching and learning in nursing : official journal of the National Organization for Assciate Degree Nursing, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
6 citing papers in PubMed.
- Impact of flipped classroom-based simulation of CPR on nursing students' self-confidence, satisfaction, knowledge and skill: a quasi-experimental study.BMC medical education · 2025Trial
- Performance of flipped classroom teaching method during hemodialysis training of nurses.Revista da Escola de Enfermagem da U S P · 2025Trial
- Nursing students' perception of integrating flipped learning in a nursing theory course: a qualitative study.BMC medical education · 2025Article
- The effects of flipped classroom and jigsaw teaching strategies on learning, retention of course content, and satisfaction among nursing students: a quasi-experimental study.BMC medical education · 2025Article
- Teachers' knowledge of soft skills and flipped classrooms: Nursing and health technologies.Heliyon · 2024Article
- Nursing Students' Experiences With the Flipped Classroom Approach in a Human Anatomy Course: A Qualitative Study.SAGE open nursingArticle
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Prelicensure nursing students are required to master fundamental nursing skills. The COVID-19 pandemic created challenges in maintaining excellence while teaching skill acquisition. The purpose of this study was to evaluate skill validation scores and student satisfaction and self-confidence using a flipped classroom approach and a low-fidelity simulation model to innovatively teach skill acquisition. Researchers used a quasi-experimental method to compare skill validation scores of a control group and intervention group using independent samples t-test. Researchers also evaluated whether prelicensure nursing students had satisfaction and self-confidence with this teaching strategy. Findings suggested that skills validations scores were no different using a flipped-classroom approach than in-person instruction. Prelicensure nursing students were satisfied and self-confident following the implementation of this teaching strategy. This teaching strategy has the potential to decrease in-person clinical practice time, provide alternative opportunities for clinical make-up and remediation, and decrease cost.
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Registered trials
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