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Karimimoonaghi H, Tohidi S, Khalili Z, Ahmadinia H. Comparing the Effects of the Flipped Classroom and Conventional Methods on Nursing Students’ Internship Performance: A Quasi-Experimental Study. Iranian Journal of Medical Education 2025; 25 :74-82
URL: http://ijme.mui.ac.ir/article-1-5882-en.html
URL: http://ijme.mui.ac.ir/article-1-5882-en.html
Department pf Medical-Surgical Nursing, Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran. , sh.tohidi403@gmail.com
Abstract: (22 Views)
Introduction: Rapid changes in healthcare delivery necessitate a re-evaluation of traditional teaching approaches. This study endeavored to compare the effects of the flipped classroom and conventional teaching methods on nursing students’ performance during their internship.
Methods: This quasi-experimental study employed a pre-test–post-test design and included 80 junior nursing students from the Hamadan School of Nursing and Midwifery. Participants were recruited through census sampling and assigned by the university’s Clinical Affairs Office to either the intervention group (flipped classroom) or the control group (conventional method). The clinical practicum lasted nine days and was conducted over three consecutive weeks (three days per week) in the oncology and respiratory units. Data were collected using written examinations and a demographic information questionnaire. Statistical analyses were performed using descriptive statistics, independent and paired t-tests, the chi-square test, and one-way ANOVA.
Results: Both teaching methods resulted in significant improvements in students’ scores (p < 0.001). The mean score increase was 15.86 ± 1.85 in the conventional teaching group and 15.16 ± 1.90 in the flipped classroom group. However, no statistically significant difference was observed between the two groups (p = 0.1). Furthermore, variables such as major-related work experience, history of academic failure, and the time interval between diploma completion and university admission did not significantly affect learning scores in either group (p > 0.05).
Conclusion: The flipped classroom approach, having demonstrated effectiveness comparable to conventional methods in enhancing nursing students’ academic performance, can be recommended as a supplementary teaching strategy for their clinical education.
Methods: This quasi-experimental study employed a pre-test–post-test design and included 80 junior nursing students from the Hamadan School of Nursing and Midwifery. Participants were recruited through census sampling and assigned by the university’s Clinical Affairs Office to either the intervention group (flipped classroom) or the control group (conventional method). The clinical practicum lasted nine days and was conducted over three consecutive weeks (three days per week) in the oncology and respiratory units. Data were collected using written examinations and a demographic information questionnaire. Statistical analyses were performed using descriptive statistics, independent and paired t-tests, the chi-square test, and one-way ANOVA.
Results: Both teaching methods resulted in significant improvements in students’ scores (p < 0.001). The mean score increase was 15.86 ± 1.85 in the conventional teaching group and 15.16 ± 1.90 in the flipped classroom group. However, no statistically significant difference was observed between the two groups (p = 0.1). Furthermore, variables such as major-related work experience, history of academic failure, and the time interval between diploma completion and university admission did not significantly affect learning scores in either group (p > 0.05).
Conclusion: The flipped classroom approach, having demonstrated effectiveness comparable to conventional methods in enhancing nursing students’ academic performance, can be recommended as a supplementary teaching strategy for their clinical education.
Type of Study: Original research article |
Subject:
Teaching Methods
Received: 2025/07/31 | Accepted: 2025/09/27 | Published: 2025/05/31 | ePublished: 2025/05/31
Received: 2025/07/31 | Accepted: 2025/09/27 | Published: 2025/05/31 | ePublished: 2025/05/31
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