Effect of the Application of Flipped Classroom on Technical Nursing Students' Academic Engagement and Knowledge Retention. | ||||
| Alexandria Scientific Nursing Journal | ||||
| Volume 27, Issue 1, March 2025, Page 296-305 PDF (302.61 K) | ||||
| Document Type: Research articles | ||||
| DOI: 10.21608/asalexu.2025.415011 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Yousrya Gamal AbdElglil AbdElkareem1; Eman El Sayed Taha2; Nagwa Abdel Fattah , Ibrahim3 | ||||
| 1M.Sc. In Nursing Education, Faculty of Nursing, Alexandria University. | ||||
| 2professor of Nursing Education Nursing Education Department, Faculty of Nursing, Alexandria University | ||||
| 3professor of Gerontological Nursing Gerontological Nursing Department, Faculty of Nursing Alexandria University | ||||
| Abstract | ||||
| Background: Flipped classroom as a method of teaching is one of the recent innovative methods of teaching where traditional classroom activities take place before class while class time is devoted to discussion, problem-solving, and interaction among students. Flipped learning is a learner-centered and technology-driven approach. Objective: The study aimed to determine the effect of application of flipped classroom on nursing students' academic engagement and knowledge retention. Setting: A quasiexperimental study was conducted in the El Kabary Institute of Nursing, affiliated to the Ministry of Health in Alexandria which provides a program graduating technical nurse; this program is covered in 5 years. Subjects: The study included all students enrolled in the fourth year in the first semester of the academic year 2017-2018 (61students). Tools: Two tools were used for data collection. Tool I Technical Nursing Students' Knowledge test. Tool II: Student's Academic Engagement Scale. Results: The result of this study revealed that there was a statistical significant difference between students’ level of knowledge before and after intervention and there was a high level of engagement after conducting the study Conclusion: Flipped classroom strategy had a significant positive outcomes, including an increase in students' knowledge, an increase in their academic achievement, an increase in their participation and interaction, and increasing collaboration. Additionally, it found that students were more engaged in the flipped classroom than in the traditional classroom. Recommendation: The study recommends that Flipped classroom strategy should be incorporated into the nursing curriculua at the Technical Institutes of Nursing and Internet services should be provided to motivate the students becoming more academically engaged and develop innovative ideas. | ||||
| Keywords | ||||
| Flipped classroom; blended learning; knowledge retention; academic engagement | ||||
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