ArticleBMC nursing2026
The Impact of Rain classroom-based flipped classroom (RC-BFC) on surgical nursing education enhancement.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundClinical nursing education is essential for facilitating students' successful transition into professional practice. The Rain Classroom-based Flipped Classroom (RC-BFC) model represents an innovative teaching strategy that emphasizes active, student-centered learning through the integration of technology-mediated interactions. By combining the interactive features of Rain Classroom-such as real-time feedback, quizzes, and cloud-based resources-with the core principles of the Flipped Classroom, the RC-BFC model fosters an engaging and supportive learning environment. This study aimed to implement and evaluate the RC-BFC model in surgical nursing skills training among Chinese nursing students from diverse academic backgrounds. It was hypothesized that this approach would more effectively enhance skill performance, self-directed learning abilities, and critical thinking compared to traditional methods.
methodsA quasi-experimental design was employed to assess the effectiveness of the RC-BFC approach. The study involved 286 nursing interns from the Affiliated Hospital of Southwest Medical University in China, who were equally divided into an intervention group (receiving RC-BFC training) and a control group (undergoing traditional training). Pre- and post-intervention skill assessments were conducted, and two validated instruments were used to measure self-directed learning ability and critical thinking skills. Data were analyzed using SPSS version 26 through descriptive statistics, independent-samples t-tests, linear regression, and a three-way mixed-design ANOVA.
resultsThere were statistically significant differences in skill performance between the two groups (p < 0.001). The mean scores of students instructed with the RC-BFC method (94.50 ± 4.34) in the final examination were significantly higher than those of the control group (85.70 ± 6.45). Moreover, students in the intervention group scored significantly higher in self-directed learning ability (234.07 ± 10.07 vs. 206.99 ± 9.09) and critical thinking ability (266.03 ± 17.86 vs. 235.74 ± 21.23) compared to those in the control group (p < 0.001).
conclusionIntegrating the RC-BFC method into surgical nursing skills training can substantially enhance the skill proficiency, self-directed learning and critical thinking abilities of nursing students. CLINICAL TRIAL NUMBER: Not applicable.
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