Effectiveness of Flipped Classroom Approach on Safe Medication Administration Learning Skill among Nursing Students | ||||
| Egyptian Journal of Health Care | ||||
| Volume 11, Issue 4, December 2020, Page 1246-1259 PDF (611.35 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2020.271428 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Samah Zidan1; Esraa Elsayed Rushdan2; Engy AbdelRhman Khamis3 | ||||
| 1PhD, RN, Lecturer of Adult Health Nursing, School of Nursing, Badr University in Cairo- Egypt | ||||
| 2PhD, RN, Lecturer of Nursing Education, Alexandria University, Egypt | ||||
| 3PhD, RN, Lecturer of Medical Surgical Nursing, Modern University for Information and Technology Egypt | ||||
| Abstract | ||||
| Background: safe medication administration is one of the basic important nursing skills that necessitate selecting effective educational methods. The flipped teaching strategy is one of the active learning approaches that encourage students' problem-solving skills needed for safe medication administration. Objective: examine the effectiveness of flipped classroom approach on safe medication administration learning skills among nursing students. Methods: A quasi- experimental design was applied with pre- and post-test assessments in the study and control groups. Sample: A convenience sample of 183 student nurses at one of the Nursing schools affiliated with a private university in Cairo. The tools: three tools were used in data collection; an interview questionnaire; Pre & post-test; and an observational checklist for safe medication administration. Results: The mean age of the control and study group was 19.70 ± 0.73, 19.55 ± 0.60 with no significant statistical difference as the two groups were homogenous. The current study results revealed that the total means of post-knowledge and practices score (20.04±2.0 - 29±1.3) of students who learned safe medication administration by flipped learning approach were higher than students who learned by the standard learning method (16.82±2.6, 27.7±1.3) with highly significant statistical differences between the two groups (P=0.0001). Conclusion: flipped learning approach had a positive effect on increasing students’ knowledge and practice mean scores than the standard teaching approach. Recommendation: replicating flipped classroom study in other practical nursing courses and involve the flipped learning strategy as a teaching method in the nursing curricula | ||||
| Keywords | ||||
| Flipped classroom; Safe medication administration; nursing students | ||||
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