Knowledge Acquisition and Retention in a Flipped Nursing Course: A Quasiexperimental Study.

The Journal of nursing education Pub Date : 2024-08-01 DOI:10.3928/01484834-20240404-03

Emily Ka Lai Ng

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Abstract

Background: Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats.

Method: A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (n = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (n = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course.

Results: Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC.

Conclusion: Implementing the FC method effectively promoted students' knowledge acquisition and retention. [J Nurs Educ. 2024;63(8):501-506.].

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翻转式护理课程中的知识获取与保留：一项准实验研究。

背景：学生对知识的掌握和保持在护理培训中至关重要。本研究探讨了传统课堂与翻转课堂（FC）在内容知识掌握和保持方面的差异：本研究以香港一所社区学院的护理学副学士学位学生为研究对象，采用前测-后测的准实验设计，并进行跟踪测试。对照组（n = 141）包括在 COVID-19 之前在传统课堂（TC）环境中学习的护理专业学生，以及在大流行期间在 FC 环境中学习的护理专业学生（n = 130）。对课程前、课程后和课程结束 3 个月后的效果进行了评估：结果：课程结束后，两组学生的内容知识得分均有所提高。FC 组学生在短期（课程结束后立即进行的后测）和长期（3 个月后进行的跟踪测试）的表现均优于 TC 组学生：结论：FC教学法的实施有效促进了学生对知识的掌握和保持。[护理教育杂志，2024；63（8）：501-506]。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of nursing education

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