Effects of flipped-learning-based simulation for nursing students: a retrospective survey

Area of Science:

• Nursing Education
• Medical Simulation
• Health Professions Education

Background:

• Traditional in-person simulations are standard for nursing practicums.
• Flipped learning offers a novel approach to simulation-based education.

Purpose of the Study:

• To evaluate the effectiveness of Situation-Background-Assessment-Recommendation (SBAR) simulation using a flipped learning method.
• To compare this method with traditional in-person simulations for undergraduate nursing students.
• To assess improvements in academic performance and core competencies in mental health nursing.

Main Methods:

• A retrospective survey design compared two groups of 37 undergraduate nursing students.
• One group experienced flipped learning-based SBAR simulation; the other used traditional methods.
• Data were collected at baseline, post-practicum, and four weeks later, analyzed using generalized estimating equations.

Main Results:

• Flipped learning-based SBAR simulation significantly improved nursing students' communication performance compared to traditional methods.
• Core competencies were enhanced post-practicum and maintained at four weeks.
• The method demonstrated a positive impact on applying, analyzing, and evaluating knowledge.

Conclusions:

• Flipped learning-based SBAR simulation is an effective teaching strategy for nursing education.
• This approach enhances communication skills and higher-order thinking in nursing students.
• It promotes competencies beyond simple information recall, improving academic performance and core skills.