Trial reportBMC medical education2025
Impact of flipped classroom-based simulation of CPR on nursing students' self-confidence, satisfaction, knowledge and skill: a quasi-experimental study.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed.
- 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
- Flipped classroom combined with case-based learning enhances ventilator management training for non-anesthesiology medical undergraduates: a randomized controlled study.BMC medical education · 2025Trial
- Effectiveness of flipped classroom on learning and satisfaction of nursing students in physiology laboratory education: a quasi-experimental study.BMC nursing · 2026Article
- Simulation-Based CPR Education for Student Nurses: A Narrative Review of Effects on Knowledge, Skills, and Confidence.Advances in medical education and practice · 2026Review
- KAP related to first aid among first-year ethnic minority students: a cross-sectional study using latent profile analysis.Frontiers in public health · 2026Article
- The effect of flipped learning on nursing students' knowledge and skills in administering inhaled medications: a randomized controlled study.BMC nursing · 2025Article
- Feasibility and Effectiveness of a Simulation-Based Flipped Classroom for Teaching Surgical Suturing Skills in a Low-Resource Setting.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundNursing students frequently exhibit inadequate knowledge and performance and low self-confidence and satisfaction levels regarding cardiopulmonary resuscitation (CPR) training methods. Innovative educational approaches allow millennial students to engage in self-directed learning styles. Hence, this study aims the impact of Flipped Classroom-Based Simulation (FCBS) on self-confidence and satisfaction, knowledge, and skill of CPR in third-year nursing students.
methodsThis quasi-experimental study, conducted in 2023, involved 75 third-year nursing students from Lorestan University of Medical Sciences, Iran. The participants were randomly assigned to either the intervention group (N = 38) and control group (N = 37). the intervention group received training CPR knowledge and skills with the approach of FCBS. The control group received training CPR knowledge and skills using the simulation based education (SBE) method. The duration of training for each group was three hours per week. The total intervention time was 15 h. Data collection included a demographic information inventory; a scale for evaluating satisfaction and self-confidence in learning; a questionnaires assessing CPR knowledge and a checklist for evaluating CPR skills. Both groups completed questionnaires before and 2 weeks after the educational intervention. Data were analyzed using descriptive statistics, independent t-tests, paired t-tests, and ANCOVA with Stata-17 software.
resultsThe results showed that the mean total score for self-confidence and satisfaction, CPR knowledge and skills in nursing students was significantly higher in the intervention group (P = 0.001). Intergroup analysis using ANCOVA showed a statistically significant difference in the changes in the mean total score knowledge of CPR and its subscales, except for the subscale concerning the principles of artificial ventilation and airway management, with (P= 0.26).
conclusionThis innovative educational approach can promote active learning and greater student engagement in CPR training. It is recommended that educators adopt this method in CPR education to improve student knowledge, skills, and satisfaction.
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