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Background <p>Clinical nursing education is essential for facilitating students’ successful transition into professional practice. The Rain Classroom-based Flipped Classroom (RC-BFC) model represents an innovative teaching strategy that emphasizes active, student-centered learning through the integration of technology-mediated interactions. By combining the interactive features of Rain Classroom—such as real-time feedback, quizzes, and cloud-based resources—with the core principles of the Flipped Classroom, the RC-BFC model fosters an engaging and supportive learning environment. This study aimed to implement and evaluate the RC-BFC model in surgical nursing skills training among Chinese nursing students from diverse academic backgrounds. It was hypothesized that this approach would more effectively enhance skill performance, self-directed learning abilities, and critical thinking compared to traditional methods.</p> Methods <p>A quasi-experimental design was employed to assess the effectiveness of the RC-BFC approach. The study involved 286 nursing interns from the Affiliated Hospital of Southwest Medical University in China, who were equally divided into an intervention group (receiving RC-BFC training) and a control group (undergoing traditional training). Pre- and post-intervention skill assessments were conducted, and two validated instruments were used to measure self-directed learning ability and critical thinking skills. Data were analyzed using SPSS version 26 through descriptive statistics, independent-samples t-tests, linear regression, and a three-way mixed-design ANOVA.</p> Results <p>There were statistically significant differences in skill performance between the two groups (<i>p</i> &lt; 0.001). The mean scores of students instructed with the RC-BFC method (94.50 ± 4.34) in the final examination were significantly higher than those of the control group (85.70 ± 6.45). Moreover, students in the intervention group scored significantly higher in self-directed learning ability (234.07 ± 10.07 vs. 206.99 ± 9.09) and critical thinking ability (266.03 ± 17.86 vs. 235.74 ± 21.23) compared to those in the control group (<i>p</i> &lt; 0.001).</p> Conclusion <p>Integrating the RC-BFC method into surgical nursing skills training can substantially enhance the skill proficiency, self-directed learning and critical thinking abilities of nursing students.</p> Clinical trial number <p>Not applicable.</p>

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The Impact of Rain classroom-based flipped classroom (RC-BFC) on surgical nursing education enhancement

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月4日

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  • Qin Xu,
  • Norhasmah Mohd Zain,
  • Nur Adibah Solihin Sulaiman,
  • Hasni Embong

摘要

Background

Clinical nursing education is essential for facilitating students’ successful transition into professional practice. The Rain Classroom-based Flipped Classroom (RC-BFC) model represents an innovative teaching strategy that emphasizes active, student-centered learning through the integration of technology-mediated interactions. By combining the interactive features of Rain Classroom—such as real-time feedback, quizzes, and cloud-based resources—with the core principles of the Flipped Classroom, the RC-BFC model fosters an engaging and supportive learning environment. This study aimed to implement and evaluate the RC-BFC model in surgical nursing skills training among Chinese nursing students from diverse academic backgrounds. It was hypothesized that this approach would more effectively enhance skill performance, self-directed learning abilities, and critical thinking compared to traditional methods.

Methods

A quasi-experimental design was employed to assess the effectiveness of the RC-BFC approach. The study involved 286 nursing interns from the Affiliated Hospital of Southwest Medical University in China, who were equally divided into an intervention group (receiving RC-BFC training) and a control group (undergoing traditional training). Pre- and post-intervention skill assessments were conducted, and two validated instruments were used to measure self-directed learning ability and critical thinking skills. Data were analyzed using SPSS version 26 through descriptive statistics, independent-samples t-tests, linear regression, and a three-way mixed-design ANOVA.

Results

There were statistically significant differences in skill performance between the two groups (p < 0.001). The mean scores of students instructed with the RC-BFC method (94.50 ± 4.34) in the final examination were significantly higher than those of the control group (85.70 ± 6.45). Moreover, students in the intervention group scored significantly higher in self-directed learning ability (234.07 ± 10.07 vs. 206.99 ± 9.09) and critical thinking ability (266.03 ± 17.86 vs. 235.74 ± 21.23) compared to those in the control group (p < 0.001).

Conclusion

Integrating the RC-BFC method into surgical nursing skills training can substantially enhance the skill proficiency, self-directed learning and critical thinking abilities of nursing students.

Clinical trial number

Not applicable.