Mobina Jamshidinia 
, Maryam Khoshbakht-Pishkhani * , Marzieh Jahani Sayad Noveiri , Saman Maroufizadeh , Fateme Jafaraghaee
, Maryam Khoshbakht-Pishkhani * , Marzieh Jahani Sayad Noveiri , Saman Maroufizadeh , Fateme Jafaraghaee
Medical Education Research Center, Education Development Center, Guilan University of Medical Sciences, Rasht, Iran & Department of Critical Care Nursing, Shahid Beheshti School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran , khoshbakht3897@gmail.com
Abstract: (176 Views)
Introduction: Metacognitive awareness involves understanding how to learn and applying cognitive skills to achieve educational goals. Active learning strategies, such as the flipped classroom, can improve the metacognitive awareness that nursing students need to develop professional skills. This study aimed to compare the effects of the flipped classroom and traditional teaching methods on metacognitive awareness in medication administration skill among first-year nursing students.
Methods: This experimental study with a pretest–posttest control group design was conducted among first-year undergraduate nursing students at the Shahid Beheshti School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran, from December 2023 to March 2024. A total of 40 students were selected through convenience sampling and randomly assigned to a control group (traditional method, n = 20) and an intervention group (flipped classroom, n = 19). Data were collected using a demographic questionnaire and the Metacognitive Awareness Inventory. Data analysis was performed using analysis of covariance in IBM SPSS Statistics (version 26).
Results: The mean age of participants was 19.95 years (SD = 2.54), with 64.1% male, and 2.6% married. After adjusting for pretest scores, students in the flipped classroom group scored, on average, 26.8 (95% CI: 18.8 to 34.7) points higher on the MAI total score compared to those in the traditional group at posttest (F(1, 36)=46.98, P<0.001, η2P=0.566). This large effect size, based on partial eta squared, was 0.566, indicating a substantial impact.
Conclusion: The findings indicate that the flipped classroom, as an active learning approach, can significantly improve the metacognitive awareness of first-year nursing students in practical medication administration training. This method is recommended for incorporation into nursing skills training programs, and future research should investigate its long-term effects and practical outcomes.
Methods: This experimental study with a pretest–posttest control group design was conducted among first-year undergraduate nursing students at the Shahid Beheshti School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran, from December 2023 to March 2024. A total of 40 students were selected through convenience sampling and randomly assigned to a control group (traditional method, n = 20) and an intervention group (flipped classroom, n = 19). Data were collected using a demographic questionnaire and the Metacognitive Awareness Inventory. Data analysis was performed using analysis of covariance in IBM SPSS Statistics (version 26).
Results: The mean age of participants was 19.95 years (SD = 2.54), with 64.1% male, and 2.6% married. After adjusting for pretest scores, students in the flipped classroom group scored, on average, 26.8 (95% CI: 18.8 to 34.7) points higher on the MAI total score compared to those in the traditional group at posttest (F(1, 36)=46.98, P<0.001, η2P=0.566). This large effect size, based on partial eta squared, was 0.566, indicating a substantial impact.
Conclusion: The findings indicate that the flipped classroom, as an active learning approach, can significantly improve the metacognitive awareness of first-year nursing students in practical medication administration training. This method is recommended for incorporation into nursing skills training programs, and future research should investigate its long-term effects and practical outcomes.
Type of Study: Research |
Subject:
Teaching Method
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