2022
DOI: 10.1186/s12909-022-03144-w
|View full text |Cite
|
Sign up to set email alerts
|

The effect of Flipped Classroom through Near Peer Education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: a solomon four-group design

Abstract: Introduction Selecting an appropriate teaching methodology is one of the key stages in education. This study is an attempt to delve into the effect of FC through NPE on patient safety knowledge retention in nursing and midwifery students. Methods A randomized controlled trial, using the Solomon design, was conducted in 2019 on 82 nursing and midwifery students enrolled from Bushehr nursing and midwifery school. The Subjects were then allocated to f… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
4
1

Citation Types

1
5
0

Year Published

2023
2023
2023
2023

Publication Types

Select...
6

Relationship

0
6

Authors

Journals

citations
Cited by 12 publications
(11 citation statements)
references
References 23 publications
1
5
0
Order By: Relevance
“…The utilisation‐focused evaluation framework allows multi‐level evaluation. Our findings align with previous studies that used mixed teaching techniques for concussion knowledge tests and did not find significant differences in mean knowledge scores 2,11 . However, using a cohort observational study of small sample size (Illustration S1: Cycle 1: n = 5, and Cycle 2: n = 7), we can overcome the various learning cultures within each cycle and monitor long‐term curricular impact to draw associations.…”
Section: Discussionsupporting
confidence: 89%
See 2 more Smart Citations
“…The utilisation‐focused evaluation framework allows multi‐level evaluation. Our findings align with previous studies that used mixed teaching techniques for concussion knowledge tests and did not find significant differences in mean knowledge scores 2,11 . However, using a cohort observational study of small sample size (Illustration S1: Cycle 1: n = 5, and Cycle 2: n = 7), we can overcome the various learning cultures within each cycle and monitor long‐term curricular impact to draw associations.…”
Section: Discussionsupporting
confidence: 89%
“…Our findings align with previous studies that used mixed teaching techniques for concussion knowledge tests and did not find significant differences in mean knowledge scores. 2,11 However, using a cohort observational study of small sample size (Illustration S1: Pre-AHD score (Mean± SD) Some limitations should be noted. This study was conducted at a single university for in-depth exploration of SICC through qualitative interviews; however, quantitatively, more studies across sites and disciplines would be useful to achieve greater generalisation of data.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Assessment of knowledge retention in the FC model is generally through summative written examinations that employ questions of various cognitive levels of complexity defined by Bloom's taxonomy. Studies from various health professions and public health disciplines that compared FC with TL using this type of assessment, however, yielded contradictory results 15,30–34 . Additionally, the overall findings of the systematic review by Chen et al 5 showed that FC was at least as effective as TL‐based teaching in terms of knowledge retention.…”
Section: Discussionmentioning
confidence: 99%
“…Studies from various health professions and public health disciplines that compared FC with TL using this type of assessment, however, yielded contradictory results. 15,[30][31][32][33][34] Additionally, the overall findings of the systematic review by Chen et al 5 showed that FC was at least as effective as TL-based teaching in terms of knowledge retention. Review of these studies' methodologies revealed various timings in administration of summative assessment, with most occurring the same day as the in-class session in the form of pretest-posttest.…”
Section: Discussionmentioning
confidence: 99%