ArticleBMC medical education2025
Nursing students' experiences and perceptions regarding in-class flipped classroom: a mixed-methods study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07129044 (The Effect of the Flipped Classroom Model on Nursing Students' Pediatric Pain Management Knowledge and Learning Motivation), which is not on this map. Cited by 3 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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Effect of the Flipped Classroom Model on Nursing Students' Pediatric Pain Management Knowledge and Learning Motivation: A Randomized Controlled Trial
Who cites it
3 citing papers in PubMed.
- Enhancing rational prescribing skills in pharmacy students: a blended learning model of flipped classroom and think-pair-share for cardiovascular pharmacology.BMC medical education · 2026Article
- Review
- Nursing Students' Experiences With the Flipped Classroom Approach in a Human Anatomy Course: A Qualitative Study.SAGE open nursingArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
Abstract
backgroundIn medical education, flipped classroom, providing innovative ideas for teaching reform, has been actively promoted. However, it requires completing preparatory work before the classroom, with workload burden, time constraints, and lack of familiarity being the most common challenges associated with the pre-class activity. Moreover, pre-class activities inevitably impose multiple burdens and challenges on nursing students, potentially leading to fatigue and hindering their ability to cope effectively, thus impeding the achievement of the intended learning outcomes. Implementing an in-class flipped classroom approach could help alleviate these challenges. This study aimed to deepen understanding of nursing students' experiences and perceptions in the in-class flipped classroom settings, offering valuable insights for the reforming of nursing professional courses.
methodsThis study employed a mixed-methods study. The quantitative phase collected 107 nursing students' learning satisfaction with the in-class flipped classroom via questionnaires. The data were analyzed employing SPSS 25.0. In the qualitative phase, semi-structured interviews incorporating four focus group discussions were conducted with 57 nursing students. The Colaizzi seven-step analysis method was employed to analyze the interview data.
resultsThe quantitative results showed that the top three ratings contributing to learning satisfaction in the in-class flipped classroom were mastering knowledge effectively, creating a good classroom atmosphere, and improving communication and collaboration skills. The median score for all items was no less than 4/5. The qualitative results revealed five themes: progressive learning experience, teaching efficiency and effectiveness, developing abilities, impact on academic and occupational emotions, and needing to be improved. Finally, the integrated results validated the accuracy and rationality of the data.
conclusionThe in-class flipped classroom, an innovative teaching strategy, enhanced teaching effectiveness and efficiency. This approach is well-suited for the reform of teaching methods in nursing practice courses.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.