Effectiveness of Flipped Classroom Approach on Safe Medication Administration Learning Skill among Nursing Students

Zidan, Samah; Elsayed Rushdan, Esraa; AbdelRhman Khamis, Engy

doi:10.21608/ejhc.2020.271428

Effectiveness of Flipped Classroom Approach on Safe Medication Administration Learning Skill among Nursing Students

Document Type : Original Article

Authors

¹ PhD, RN, Lecturer of Adult Health Nursing, School of Nursing, Badr University in Cairo- Egypt

² PhD, RN, Lecturer of Nursing Education, Alexandria University, Egypt

³ PhD, RN, Lecturer of Medical Surgical Nursing, Modern University for Information and Technology Egypt

10.21608/ejhc.2020.271428

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