The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study

Abstract

Aim: The aim of the study is evaluated to the effect of the education with the flipped classroom class learning model in nursing psychomotor and cognitive and skillsMethod: A quasi experimental design was used with intervention (n=40) and comparison group (n=40), pre-test-post-test measures in the study. The experimental group (n=40) received a flipped classroom learning approach along with vital sings modules with learning and practicing the required, whereas the control group (n=40) received traditional classroom instruction. A knowledge test and a skills checklist were used to assess student performance.Results: The highest scores in post-test knowledge exam and skills exams were received by students who experienced flipped classroom education group (X̄=62.15±16.55; X̄=45.25±14.77, respectively). In addition, when the psychomotor skill test post-test total scores between the groups were examined, it was found that the experimental group had higher scores than the control group (X̄=38.92±0.85, X̄=30.79±1.41 respectively).Conclusion: The utilization of the flipped class model in nursing education was found to positively affect both theoretical knowledge and psychomotor skill acquisition.