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 &lt; 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.研究背景：将翻转课堂（flipped classroom）教学法与模拟教学相结合应用于护理教育，在培养临床技能尤其是心肺复苏（cardiopulmonary resuscitation, CPR）技能方面具有显著潜力。该创新教学方法可契合千禧一代学生的自主学习风格。本研究旨在探讨基于翻转课堂的模拟教学对三年级护理学生的自信心与满意度、知识掌握程度及CPR技能的影响。 研究方法：本研究采用类实验性前测-后测设计。按照纳入标准，通过随机分配将三年级护理学生分为两组：基于翻转课堂的模拟教学干预组（N=38）与传统模拟教学对照组（N=37）。随后分别采用模拟教学体验满意度与自信心量表、知识问卷及CPR技能考核清单对两组进行评估。使用Stata-17软件开展描述性统计、独立样本t检验、配对t检验及协方差分析（ANCOVA）以处理数据。 研究结果：相较于传统模拟教学组，基于翻转课堂的模拟教学组学生在模拟教学体验后的满意度与自信心评分均显著更高（p=0.001）。在模拟教学后的基础与高级CPR技能考核清单、除颤仪技能考核清单平均分方面，翻转学习组得分同样显著高于传统模拟教学组（p=0.001）。采用协方差分析（ANCOVA）进行组间分析显示，两组CPR知识总分的平均变化值存在统计学显著性差异（p<0.001）。 研究结论：基于翻转课堂的模拟教学方法可有效提升护理学生的自信心与满意度、知识掌握程度及CPR技能。该创新教学模式可作为以学生为中心的教学方法，推荐应用于护理教育的临床技能与循证实践教学中。