Effect of the Flipped Classroom on the Patient Education Knowledge and Skill of Nursing Students: A Quasi-Experimental Study

Amouzeshi, Zahra; Khosravizadeh Tabasi, Hamidreza; Hosseinzadeh, Mohaddeseh

doi:10.22062/sdme.2025.200778.1505

Effect of the Flipped Classroom on the Patient Education Knowledge and Skill of Nursing Students: A Quasi-Experimental Study

Document Type : Original Article

Authors

Zahra Amouzeshi ¹

Hamidreza Khosravizadeh Tabasi ²

Mohaddeseh Hosseinzadeh ³^{, 4}

¹ Assistant Professor of Medical Education, Department of Nursing, School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran

² Nursing Instructor, Tabas college of Nursing, Birjand University of Medical Sciences, Birjand, Iran

³ Nursing Instructor, Ferdows Faculty of Medical Sciences, Birjand University of Medical Sciences, Birjand, Iran

⁴ Hazrat Rasul (PBUH) Hospital of Ferdows, Birjand University of Medical Sciences, Birjand, Iran

10.22062/sdme.2025.200778.1505

Abstract

Background: Strengthening patient education skills in students will improve the quality of future nursing care. With the advancement of technology, the tendency to use blended methods such as flipped classrooms have increased. This study was conducted to determine the effect of flipped classrooms on the patient education knowledge and skills of nursing students.
Objectives: This study aimed to investigate the effect of flipped classrooms on the patient education knowledge and skills of nursing students.
Methods: The present study employed a quasi-experimental design with a control group and a posttest-only format, conducted in 2024 at Birjand University of Medical Sciences. The study population consisted of 52 nursing students selected using a census method. The intervention group was trained using the flipped classroom method. While in the control group, the routine method was used. After the intervention, the patient education skills of both groups were assessed while interacting with a standard patient, utilizing an observation checklist. Data were analyzed in SPSS 16 software using Mann-Whitney, Chi-square, and two-way analysis of variance (p < 0.05).
Results: The mean score of student patient education skill (based on 20) was 15.1 ± 1.71 in the control group and 16.6 ± 1.97 in the intervention group. Results showed a statistically significant difference in the mean scores of patient education skill between the two groups (p=0.009).
Conclusion: It seems that the use of the flipped classroom approach can lead to the improvement of patient education skills of undergraduate nursing students. Therefore, it is recommended to prioritize the use of this approach in the practical unit of the training process for students.

Highlights

Zahra Amouzeshi: (Google Scholar) (PubMed)

Hamidreza Khosravizadeh Tabasi: (Google Scholar) (PubMed)

Mohaddeseh Hosseinzadeh: (Google Scholar) (PubMed)

Keywords

Active Learning

Patient Education

Nursing

Student

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