ArticleBMC medical education2024
Using a flipped teaching strategy in undergraduate nursing education: students' perceptions and performance.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 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
5 citing papers in PubMed.
- Effects of multisensory tactile‑auditory integration teaching on systematic anatomy learning in visually impaired medical students.Surgical and radiologic anatomy : SRA · 2026Trial
- The effects of flipped classroom versus lecture-based learning on academic performance and perceptions of classroom environment among nursing students: a randomized controlled trial.BMC medical education · 2026Trial
- Nursing students' perception of integrating flipped learning in a nursing theory course: a qualitative study.BMC medical education · 2025Article
- Article
- 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
5 authors.
Funding
Abstract
backgroundFlipped 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.
methodA quasi-experimental design with intervention and control groups. A purposive sampling technique of undergraduate nursing students was used.
resultsA 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).
conclusionFlipped 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.
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