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Background <p>Nursing students frequently exhibit inadequate knowledge and performance and low self-confidence and satisfaction levels regarding cardiopulmonary resuscitation (CPR) training methods. Innovative educational approaches allow millennial students to engage in self-directed learning styles. Hence, this study aims the impact of Flipped Classroom-Based Simulation (FCBS) on self-confidence and satisfaction, knowledge, and skill of CPR in third-year nursing students.</p> Methods <p>This quasi-experimental study, conducted in 2023, involved 75 third-year nursing students from Lorestan University of Medical Sciences, Iran. The participants were randomly assigned to either the intervention group (<i>N</i> = 38) and control group (<i>N</i> = 37). the intervention group received training CPR knowledge and skills with the approach of FCBS. The control group received training CPR knowledge and skills using the simulation based education (SBE) method. The duration of training for each group was three hours per week. The total intervention time was 15&#xa0;h. Data collection included a demographic information inventory; a scale for evaluating satisfaction and self-confidence in learning; a questionnaires assessing CPR knowledge and a checklist for evaluating CPR skills. Both groups completed questionnaires before and 2 weeks after the educational intervention. Data were analyzed using descriptive statistics, independent t-tests, paired t-tests, and ANCOVA with Stata-17 software.</p> Results <p>The results showed that the mean total score for self-confidence and satisfaction, CPR knowledge and skills in nursing students was significantly higher in the intervention group (<i>P</i> = 0.001). Intergroup analysis using ANCOVA showed a statistically significant difference in the changes in the mean total score knowledge of CPR and its subscales, except for the subscale concerning the principles of artificial ventilation and airway management, with (P= 0.26).</p> Conclusion <p>This innovative educational approach can promote active learning and greater student engagement in CPR training. It is recommended that educators adopt this method in CPR education to improve student knowledge, skills, and satisfaction.</p>

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Impact of flipped classroom-based simulation of CPR on nursing students’ self-confidence, satisfaction, knowledge and skill: a quasi-experimental study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月1日

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  • Shokoufeh Nasiri,
  • Reza Hosseinabadi,
  • Yaser Mokhayeri,
  • Shourangiz Beiranvand

摘要

Background

Nursing students frequently exhibit inadequate knowledge and performance and low self-confidence and satisfaction levels regarding cardiopulmonary resuscitation (CPR) training methods. Innovative educational approaches allow millennial students to engage in self-directed learning styles. Hence, this study aims the impact of Flipped Classroom-Based Simulation (FCBS) on self-confidence and satisfaction, knowledge, and skill of CPR in third-year nursing students.

Methods

This quasi-experimental study, conducted in 2023, involved 75 third-year nursing students from Lorestan University of Medical Sciences, Iran. The participants were randomly assigned to either the intervention group (N = 38) and control group (N = 37). the intervention group received training CPR knowledge and skills with the approach of FCBS. The control group received training CPR knowledge and skills using the simulation based education (SBE) method. The duration of training for each group was three hours per week. The total intervention time was 15 h. Data collection included a demographic information inventory; a scale for evaluating satisfaction and self-confidence in learning; a questionnaires assessing CPR knowledge and a checklist for evaluating CPR skills. Both groups completed questionnaires before and 2 weeks after the educational intervention. Data were analyzed using descriptive statistics, independent t-tests, paired t-tests, and ANCOVA with Stata-17 software.

Results

The results showed that the mean total score for self-confidence and satisfaction, CPR knowledge and skills in nursing students was significantly higher in the intervention group (P = 0.001). Intergroup analysis using ANCOVA showed a statistically significant difference in the changes in the mean total score knowledge of CPR and its subscales, except for the subscale concerning the principles of artificial ventilation and airway management, with (P= 0.26).

Conclusion

This innovative educational approach can promote active learning and greater student engagement in CPR training. It is recommended that educators adopt this method in CPR education to improve student knowledge, skills, and satisfaction.