ArticleSAGE open nursing
Flipped Classroom Model for Cardiopulmonary Resuscitation Training Among Novice Nursing Students in Oman: Exploratory Quasi-Experimental One-Group Pretest/Post-Test Design.
Article in SAGE open nursing. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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
1 citing paper in PubMed.
- Application effect of Miller's pyramid teaching method based on HeartCode BLS in basic life support training for nursing students.Frontiers in medicine · 2026Article
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Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The flipped classroom model (FC) has gained prominence in nursing education for its emphasis on active, student-centered learning. While global evidence supports its efficacy in skill-based training such as cardiopulmonary resuscitation (CPR), limited studies have evaluated its impact within Middle Eastern nursing programs, particularly in Oman. Objective: This study aimed to assess the effectiveness of the FC approach in enhancing CPR knowledge, skills, and learner perception among first-year nursing students. Methods: Exploratory quasi-experimental one-group pretest/post-test design was conducted among 177 first-year nursing students enrolled in the Fundamentals of Nursing I course at the University of Buraimi, Oman. Participants completed preclass materials, followed by collaborative case-based discussions and skill demonstrations. CPR knowledge was assessed through multiple-choice tests, skills through a standardized checklist, and perceptions using a validated Likert-scale questionnaire. Results: There was a statistically significant improvement in CPR knowledge scores from pretest (M = 6.81, SD = 3.20) to post-test (M = 10.88, SD = 2.00; p < .001). Knowledge scores moderately correlated with CPR skill performance (r = .209, p = .005), though no significant correlations were found with perception scores. Female students demonstrated significantly higher CPR performance than males (p = .023). Overall, students expressed positive perceptions of the FC model. Conclusion: The FC approach significantly improved CPR knowledge and moderately influenced skill acquisition among novice nursing students, irrespective of academic standing. These findings suggest potential benefits of integrating FC methods but should be interpreted as exploratory within a single-group design. Support the integration of active, student-centered methodologies in nursing education across the Middle East. Further research is recommended to explore long-term retention and clinical application.
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