Retention of Content Utilizing a Flipped Classroom Approach

Area of Science:

• Nursing Education
• Pedagogy
• Medical Education

Background:

• Traditional teaching methods in nursing education may not optimize long-term knowledge retention.
• Accelerated second-degree nursing programs require efficient and effective pedagogical strategies.
• The flipped classroom model offers a potential solution for enhancing student engagement and learning outcomes.

Purpose of the Study:

• To evaluate the impact of a flipped classroom on accelerated second-degree nursing students.
• To compare learning retention between flipped and traditional teaching methods in a medical-surgical nursing course.
• To assess both short-term and long-term knowledge retention.

Main Methods:

• A flipped classroom methodology was implemented for a primary medical-surgical nursing course.
• Standardized HESI® scores were used for comparison between groups.
• Learning retention was measured using standardized exams at 3 months and 12 months post-course.

Main Results:

• Students in the flipped classroom group demonstrated greater short-term knowledge retention.
• Long-term knowledge retention was significantly higher in the flipped classroom group.
• The flipped classroom approach positively impacted student accountability and learning.

Conclusions:

• The flipped classroom is an effective pedagogical strategy for accelerated nursing students.
• This method enhances both immediate and sustained knowledge retention in medical-surgical nursing.
• Flipped learning promotes deeper understanding and accountability in nursing education.