Performance of flipped classroom teaching method during hemodialysis training of nurses

Abstract

Objective: To compare the effectiveness of flipped classroom (FC) model with traditional lecture-based learning (LBL) model in the education of hemodialysis nurses. Method: Enrolled were 46 nurses who had received training from the hemodialysis center. These nurses were randomly assigned to FC or LBL groups, with 23 nurses in each group. FC group received the FC method, while LBL group was trained via the traditional LBL. After training, all nurses were examined for their theoretical knowledge, clinical practice skills and self-learning abilities. Furthermore, their satisfaction with the teaching mode was evaluated. Results: FC group outperformed LBL group in the mastery of theoretical knowledge. In FC group, the scores in objective, subjective and overall questions were significantly higher than those in LBL group. FC group demonstrated a superior capability in clinical practices. FC group exhibited a superior performance over the LBL group in self-learning ability. Additionally, FC group showed a higher degree of satisfaction with the training method. Conclusion: FC method benefits nurses in mastering knowledge about hemodialysis. It enhances their clinical practice skills and self-learning capabilities, and brings them with a higher degree of satisfaction.