Purpose: To improve the quality of community health nursing practice, the learning outcomes of nursing students in community health nursing courses must be enhanced. Although the flipped classroom is considered an effective innovative teaching strategy, evidence of its application in community health nursing courses is limited. Therefore, this study aimed to examine the effects of a flipped classroom approach on community nursing competence, academic performance, course engagement, and learning satisfaction for a community health nursing course.
Design: A quasi-experimental study design was adopted between September 2021 and January 2022.
Methods: Two classes of nursing students ( = 92) from a 2-year nursing program at a university in Taiwan were recruited. The classes were randomly assigned to the intervention group ( = 50) that attended a flipped classroom and the control group ( = 42) that received traditional lecture-based instruction.
Findings: Compared with the control group, the intervention group demonstrated significantly greater improvements in community nursing competence ( = .012) and significantly higher academic performance ( = .005). In addition, the course engagement and learning satisfaction of the two groups were high, but not significantly different.
Conclusions: A flipped classroom can be an important strategy to enhance community nursing competence and academic performance.
Clinical Evidence: The flipped classroom strategy can enhance community nursing competence of nursing students, which may improve the quality of population-based healthcare.
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