Publication: The effectiveness of rain classroom-based flipped classroom method in surgical training among nursing students at the affiliated hospital of southwest medical university, China
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Date
2024-09
Authors
Qin, Xu
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Abstract
Clinical nursing education empowers students to critically evaluate, consolidate, and enrich their theoretical knowledge while seamlessly integrating it with practical application. It plays a pivotal role in facilitating the seamless transition of nursing students into future clinical roles. The Rain Classroombased Flipped Classroom (RC-BFC), which combines advanced technology with the innovative Flipped Classroom teaching method, effectively caters to the learning preferences of contemporary youth in an information-driven society, facilitating the seamless transition of nursing students into future clinical roles. Therefore, it brings fresh vitality into the field of education. This study compares the self-directed learning and critical thinking ability between RCBFC and the traditional method among nursing students undergoing surgical nursing training. This study also determines the satisfaction level of RC-BFC. This intervention study was undertaken among 286 nursing students from the Affiliated Hospital of Southwest Medical University, China. Data was gathered through purposive sampling using questionnaires developed by integrating the self-directed learning ability scale, critical thinking scale, and teaching satisfaction survey. The students were divided into two groups: the control group (n = 143), which followed the traditional teaching method,; and the intervention group (n = 143), which utilizsed the RC-BFC method. The data was analysed using the Statistical Package Social Sciences (SPSS) software version 26. The study's findings indicate that the scores of self-directed ability (IG = 232.80 ± 20.986; CG = 202.89 ± 16. 109) and critical thinking ability (IG = 266.55 ± 8.474; CG = 227.72 ± 29.030) in the RC-BFC intervention group are higher than those in the control group. Furthermore, the practical exam scores of students from different educational backgrounds in the RC-BFC group after training were higher than those of the control group (p < 0.001). The satisfaction scores for the intervention group were as follows: 2469 (82.22%) rated as excellent, 530 (17.65%) as satisfied, and 4 (0. 13%) as poor. The research findings suggest that integrating of RCBFC in nursing education yields positive outcomes. The statistically significant disparities (p < 0.001) observed in self-directed learning ability, critical thinking ability, and practical exam exams scores between the two groups indicate that the inclusion of RC-BFC in surgical nursing training effectively fosters students' independence in learning, proficiency in analytical thinking, and competence in nursing practice. In addition, the significant improvements in self-directed learning and critical thinking abilities suggest that RC-BFC could be a valuable tool in nursing education, potentially leading to more effective training programs that better prepare students for clinical roles.