Effect of a Blended Teaching Model Combining Flipped Classroom and Immersive Virtual Simulation on Critical Case Teaching for Newly Employed Nurses

Randomly assign 80 newly hired nurses from tertiary hospitals to either the experimental group (n=40) or the control group (n=40). The experimental group received theoretical training based on FC, followed by immersive virtual simulation scenarios, while the control group received traditional PPT lectures and case discussions. Evaluate the results using theoretical exams, self-assessment scales for teaching objectives, and information-based classroom assessment tools. Statistical analysis includes t-test and Mann Whitney U test (α=0.05).