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IRCT20240610062078N2 IRCT 2025-12-21 Ghoum University of Medical Sciences impact of flipped classroom on nursing students' learning and understanding Comparing the Effects of Flipped Classroom and Traditional Lecture Method on Academic Performance and Classroom Environment Perception among Nursing Students: A Randomized Controlled Trial 2020-02-04 anticipated 60 Complete https://irct.ir/trial/87921 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: The students were divided into two intervention and control groups using simple randomization. A Microsoft Excel random number generator with a 1:1 ratio was used to generate sequence numbers. The sequence numbers were then coded and placed in sealed opaque envelopes. The research assistant divided the students into intervention (29 people) or control (29 people) groups based on the sequence numbers in the envelope of their choice. The entire randomization process was carried out by a research assistant who was not involved in the intervention and data analysis, Blinding description: This was a single-blind study. Because this study adopted educational interventions that made it difficult to blind the participants (students) and the researcher (instructor) conducting the intervention, only the researchers responsible for data collection and analysis and for assessing the outcomes were blinded to group assignment. Thus, the researchers responsible for collecting and assessing outcomes had no access to the list of participants assigned to the intervention and control groups. The collected data were recorded and stored using random identifiers (such as unique numbers unrelated to grouping). These codes were created by the principal investigator, who had access to the decoding key. Blinded researchers collected data based on these codes and conducted outcome assessments (such as scoring tests or analyzing responses) without knowledge of the participant groupings. N/A -. Intervention 1: Intervention group: According to the lesson plan, the fluid and electrolytes topic was structured into four two-hour sessions delivered over four consecutive weeks. To deliver instruction using the flipped classroom approach, the instructor provided the students with all the content intended for a single session one week in advance. Students were required to review the educational materials at home or in a non-classroom setting and to arrive prepared at the subsequent session. The materials distributed included short topical videos and PowerPoint presentations (each 10–15 minutes long), along with a PDF of the lecture notes, all uploaded to the virtual educational group (Telegram). Each video and presentation concluded with a question or scenario to guide self-directed learning and evaluate students' grasp of key outcomes. Additionally, the instructor prepared questions and clinical scenarios tied to each session's core concepts prior to the class. In-Class Activities1. At the start of the class, the instructor spent 10-15 minutes addressing students' questions and clarifying misunderstandings about the educational content in order to resolve any misconceptions. 2. The instructor engaged individually with the students regarding the questions raised in the pre-class materials, which took approximately 15 minutes. 3. The students were divided into groups of five to six members to discuss the scenarios and questions prepared by the instructor. This involved the instructor presenting predesigned clinical scenarios using PowerPoint. Each group was given a few minutes to deliberate and collaborate internally in order to formulate their responses. A representative of the group presented the answer in this scenario. Members of other groups could offer comments and ask questions. Finally, the instructor addressed any remaining issues and student queries. In this way, students practically applied their theoretical knowledge by analyzing and responding to clinical scenario questions. Intervention 2: Control group: The instructor delivered educational content via a lecture using PowerPoint slides. Students’ questions were addressed at the end of the class. Yes - There is a plan to make this available What will be shared: It can be shared after de-identifying individuals. When: Access begins one year after results are published. To whom: People working in academic and scientific institutions Conditions: Subject to agreement with Qom University of Medical Sciences Where to obtain: Faculty of Nursing, Qom University of Medical Sciences, Ms. Mahboubeh Sadat Yousefi How to obtain: Written and official request to the Vice President of Research, Faculty of Nursing Comments:
public Mahboubeh Sadat Yousefi
Western 2nd Alley, Mo'allem St., Qom, Iran
Qom Iran (Islamic Republic of) 3715835155 +98 25 3783 1370 mahboubeh.yousefi@yahoo.com Ghoum University of Medical Sciences scientific Mahboubeh Sadat Yousefi
Western 2nd Alley, Mo'allem St., Qom, Iran
Qom Iran (Islamic Republic of) 3715835155 +98 25 3783 1370 mahboubeh.yousefi@yahoo.com Ghoum University of Medical Sciences Iran (Islamic Republic of) taking the Adult and Older Adults Nursing 1 course for the first time having access to devices such as mobile phones, computers, and the Internet for retrieving educational materials expressing willingness to participate in the study no limit no limit Both completion of training courses related to fluid and electrolytes. known learning disabilities participation in a similar study at the same time - - Other Other Intervention group: According to the lesson plan, the fluid and electrolytes topic was structured into four two-hour sessions delivered over four consecutive weeks. To deliver instruction using the flipped classroom approach, the instructor provided the students with all the content intended for a single session one week in advance. Students were required to review the educational materials at home or in a non-classroom setting and to arrive prepared at the subsequent session. The materials distributed included short topical videos and PowerPoint presentations (each 10–15 minutes long), along with a PDF of the lecture notes, all uploaded to the virtual educational group (Telegram). Each video and presentation concluded with a question or scenario to guide self-directed learning and evaluate students' grasp of key outcomes. Additionally, the instructor prepared questions and clinical scenarios tied to each session's core concepts prior to the class. In-Class Activities1. At the start of the class, the instructor spent 10-15 minutes addressing students' questions and clarifying misunderstandings about the educational content in order to resolve any misconceptions. 2. The instructor engaged individually with the students regarding the questions raised in the pre-class materials, which took approximately 15 minutes. 3. The students were divided into groups of five to six members to discuss the scenarios and questions prepared by the instructor. This involved the instructor presenting predesigned clinical scenarios using PowerPoint. Each group was given a few minutes to deliberate and collaborate internally in order to formulate their responses. A representative of the group presented the answer in this scenario. Members of other groups could offer comments and ask questions. Finally, the instructor addressed any remaining issues and student queries. In this way, students practically applied their theoretical knowledge by analyzing and responding to clinical scenario questions. Control group: The instructor delivered educational content via a lecture using PowerPoint slides. Students’ questions were addressed at the end of the class. Academic performance. Timepoint: One week before the start of the intervention and after the end of the intervention. Method of measurement: To assess academic performance (primary outcome), pre- and post-intervention test scores were used to measure the students' knowledge gains. The tests consisted of 20 multiple-choice questions (with four options each) on knowledge related to fluid and electrolyte topics. Each correct answer was worth 1 point, with scores ranging from 0 to 20; higher scores indicated better knowledge of fluids and electrolytes. Students' perceptions of the classroom environment (secondary outcome). Timepoint: After the end of the intervention. Method of measurement: The College and University Classroom Environment Inventory (CUCEI) was used to assess students' perceptions of the classroom environment. Ghoum University of Medical Sciences Approved 2018-07-03 Ethics Committee of Qom University of Medical Sciences Shahid Lavasani (Saheli) St., Qom, I.R. Iran Qom Ghoum Iran (Islamic Republic of)