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AI InsightConclusion: The study concluded that the flipped education model is suitable for use in both theoretical and practical medical courses.
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Özet
ABSTRACT Objective: The flipped classroom approach is based on shared responsibility for learning by students and teachers, empowering students to take an active role in the learning process. While there have been positive outcomes in the use of this model in nursing theoretical and practical courses, its active implementation within the educational system is limited. This study was planned to evaluate the effectiveness of the flipped education model in nursing students, specifically in the teaching of the "Cardiovascular System Examination" topic within the Health Assessment course. It is a comparative research study. Material and Methods: In the comparative research design applied, 25 students taking the course were randomly assigned to the experimental and control groups. The flipped education model was applied to one group, integrating it into both theoretical and laboratory applications. Non-parametric tests were used for data analysis. Results: It was observed that the theoretical and practical scores of the flipped education group were higher than those of the in-class group, but the difference was not statistically significant (p>0.05). The mean theoretical score in the in-class group was 74 ± 8.50, and the practical score was 73 ± 9.20, while in the flipped education group, the mean theoretical score was 77 ± 13.36, and the practical score was 74 ± 20.46. Conclusion: The study concluded that the flipped education model is suitable for use in both theoretical and practical medical courses.
Abstract
ABSTRACT Objective: The flipped classroom approach is based on shared responsibility for learning by students and teachers, empowering students to take an active role in the learning process. While there have been positive outcomes in the use of this model in nursing theoretical and practical courses, its active implementation within the educational system is limited. This study was planned to evaluate the effectiveness of the flipped education model in nursing students, specifically in the teaching of the "Cardiovascular System Examination" topic within the Health Assessment course. It is a comparative research study. Material and Methods: In the comparative research design applied, 25 students taking the course were randomly assigned to the experimental and control groups. The flipped education model was applied to one group, integrating it into both theoretical and laboratory applications. Non-parametric tests were used for data analysis. Results: It was observed that the theoretical and practical scores of the flipped education group were higher than those of the in-class group, but the difference was not statistically significant (p>0.05). The mean theoretical score in the in-class group was 74 ± 8.50, and the practical score was 73 ± 9.20, while in the flipped education group, the mean theoretical score was 77 ± 13.36, and the practical score was 74 ± 20.46. Conclusion: The study concluded that the flipped education model is suitable for use in both theoretical and practical medical courses.