ArticleBMC nursing2025
The effect of flipped learning on nursing students' knowledge and skills in administering inhaled medications: a randomized controlled study.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06911268 (The Effect of Flipped Learning on Nursing Students' Knowledge and Skills of Inhaler Drug Administration), which is not on this map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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 Flipped Learning on Nursing Students' Knowledge and Skills of Inhaler Drug Administration
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundInhalation medications is commonly preferred in the treatment of respiratory diseases. However, despite its widespread use, many patients still fail to use inhalers correctly, which negatively affects treatment effectiveness. Therefore, training patients on proper inhaler use is crucial, and nurses, in particular, need to be competent in inhaler administration techniques. Based on this need, the present study was conducted to evaluate the effect of the flipped learning model on nursing students’ knowledge and learning skills related to the administration of medication via inhalation.
methodsThe study involved a pre-test post-test open-label randomized clinical trial. The study sample consisted of 86 s-year nursing students who were randomly employed to intervention (n = 43) and control (n = 43) groups. The intervention group students were trained using the flipped learning model. Data were collected using the “Personal Information Form”, “Inhaler Medicines and Their Uses Knowledge Test” and “Self-Directed Learning Skills Scale”.
resultsThe study revealed that the post-test knowledge scores of the intervention group were statistically significantly higher compared to the control group (p = 0.000) and such difference had a moderate effect (d = 0.67). It was further concluded that the retention test knowledge scores of the intervention group were statistically significantly higher compared to the control group (p = 0.000) and such difference had a high effect (d = 2.03).
conclusionsThis study confirmed that the flipped learning was an effective method in improving nursing students’ knowledge on administering inhaled medications and developing their administering inhaled medication skills. The flipped learning method can be applied to different nursing-specific topics and on wider sample groups to improve nursing knowledge and skills. CLINICAL TRIAL NUMBER: NCT06911268, date of the registration: November, 2024.
Indexed as
Identifiers
What OpenQuestion holds
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.