Using a Flipped Classroom Model to Deliver Cardiovascular Nursing Education: A Continuous Quality Improvement Study.

Area of Science:

• Nursing Education
• Cardiovascular Nursing
• Quality Improvement

Background:

• The COVID-19 pandemic necessitated changes in traditional nursing education.
• Passive, lecture-based learning models were adapted to active learning strategies.
• Newly hired nurses in cardiovascular centers require effective training.

Purpose of the Study:

• To evaluate the effectiveness of a flipped classroom model for cardiovascular nurse training.
• To compare class evaluation metrics between flipped and traditional didactic learning models.
• To assess the impact of active learning techniques on nurse education.

Main Methods:

• Implementation of a flipped classroom model with active learning techniques.
• Comparison of evaluation data with a traditional in-person didactic learning model.
• Quality improvement project focused on newly hired cardiovascular nurses.

Main Results:

• The flipped classroom model demonstrated comparable class evaluation measurements to the traditional model.
• Active learning techniques in the flipped classroom were as effective as passive lectures.
• No significant difference was found in evaluation outcomes between the two teaching methods.

Conclusions:

• The flipped classroom model is a viable alternative to traditional didactic learning for cardiovascular nurse training.
• Active learning strategies can be successfully integrated into nursing education.
• Educational models can be adapted to maintain training quality during challenging circumstances.