Effectiveness of flipped classroom among nursing students on venous thromboembolism (VTE)

Abstract

Background: Modern innovative education approaches are crucial to be incorporated into nursing education that leads to improving evidence-based teaching strategies, and closes the gap between theory and practice, as well as to prepare the nursing students to their future workplaces. Aim: Aim of the study was evaluation the effectiveness of the flipped classroom method among nursing students regarding VTE basic knowledge, risk factors, and prophylaxis. Subjects and Methods: This study was implemented in a Faculty of Nursing in Northern Cyprus at Nicosia, and used pre-test and post-test, and interventional design. A total of 100 bachelor-degree nursing students were composed the sample of the study. The Implementation of the study was conducted in three phases including pre-test, educational intervention, and post-test. Data were evaluated using the independent-sample t test. Results: The findings of the study showed statistically significant improvement in the overall mean scores of all VTE after the educational intervention through flipped classroom. Students classified the strength points with four themes; deep motive learning, technology support, team-based learning, and satisfaction. Conclusions: Our results support the effectiveness of the flipped classroom method in nursing education; the method may be useful for developing of educational strategies in nursing.