{"title":"翻转式护理课程中的知识获取与保留：一项准实验研究。","authors":"Emily Ka Lai Ng","doi":"10.3928/01484834-20240404-03","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>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 (<i>n</i> = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (<i>n</i> = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>Implementing the FC method effectively promoted students' knowledge acquisition and retention. <b>[<i>J Nurs Educ</i>. 2024;63(8):501-506.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Knowledge Acquisition and Retention in a Flipped Nursing Course: A Quasiexperimental Study.\",\"authors\":\"Emily Ka Lai Ng\",\"doi\":\"10.3928/01484834-20240404-03\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>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 (<i>n</i> = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (<i>n</i> = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>Implementing the FC method effectively promoted students' knowledge acquisition and retention. <b>[<i>J Nurs Educ</i>. 2024;63(8):501-506.]</b>.</p>\",\"PeriodicalId\":94241,\"journal\":{\"name\":\"The Journal of nursing education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Journal of nursing education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3928/01484834-20240404-03\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240404-03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Knowledge Acquisition and Retention in a Flipped Nursing Course: A Quasiexperimental Study.
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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