Flipped classroom-based simulation.sav

Background: The integration of flipped classroom approaches with simulation in nursing education has significant potential in developing clinical skills, particularly cardiopulmonary resuscitation (CPR) skills. This innovative educational method allows millennial students to engage in self-directed learning styles. This study aimed to investigate the effects of flipped classroom -based simulation on self- confidence and satisfaction, knowledge, and CPR skills among third-year nursing students. Methods: This study was conducted using a quasi-experimental pretest-posttest design. Seniors nursing students were divided into two groups of intervention with flipped classroom -based simulation (N=38) and control with simulation based education (N=37) based on the inclusion criteria using random allocation Both groups were then compared based on the satisfaction and self- confidence scale from the simulation experience, a knowledge questionnaire, and a CPR skills checklist. Data were analyzed using descriptive statistics, independent t-tests, paired t-tests, and ANCOVA with Stata-17 software. Results: The flipped classroom -based simulation group showed significantly higher satisfaction and self-confidence from the simulation experience compared to simulation based education group (p = 0.001). Regarding the mean scores on the basic and advanced CPR skills checklist and the defibrillator skills checklist after simulation, the flipped learning group scored significantly higher than the simulation based education group (p = 0.001). Intergroup analysis using ANCOVA showed a statistically significant difference in the changes in the mean total knowledge score of CPR between the two groups (p < 0.001). Conclusion: The flipped classroom based simulation approach effectively enhanced the self-confidence and satisfaction, knowledge, and CPR skills of nursing students. This innovative educational approach can be recommended as a student-centered method in nursing education for teaching clinical skills and evidence-based practices.