The Flipped Classroom Model in Infectious Disease Nursing: Implementation and Assessment of Educational Effectiveness

NCT07806305 | Completed

• 1 other identifier: SUMC-2026-013
• Study Type: observational
• Target: 54
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this retrospective cohort study was to evaluate whether the flipped classroom (FC) teaching model improved academic performance and student engagement in an integrative Infectious Disease Nursing course, compared with traditional lecture-based instruction. The main questions it aimed to answer were:

1. 1.Did the flipped classroom model produce higher final examination scores than traditional lectures after adjusting for students' prior academic achievement?
2. 2.Did the flipped classroom model enhance students' self-reported course interest and engagement?
3. 3.How did prerequisite course performances contribute to final achievement in this integrative nursing course? Researchers compared undergraduate nursing students taught via the flipped classroom in the 2024-2025 academic year (n = 18) with historical controls who received lecture-based instruction in the 2023 academic year (n = 36) at a single university in China.
4. 4.Completed weekly pre-class preparation modules (e.g., reviewing recorded lectures, reading assignments) before each session
5. 5.Attended in-class sessions that emphasized student-led presentations and case-based group discussions
6. 6.Completed a final written examination covering integrative Infectious Disease Nursing content
7. 7.Provided anonymous feedback ratings on their course interest and overall learning experience The historical control group (2023 cohort) received traditional lecture-based instruction and completed the same final examination and feedback survey.

Conditions

Evaluation of the Flipped Classroom Model in Infectious Disease Nursing Education

Keywords

Flipped Classroom; Infectious Disease Nursing; Nursing Students; Retrospective Cohort Study; Undergraduate Nursing Education

Outcome Measures

Primary Outcomes (2)

• Final examination score

  All students completed the same final examination (100 points), consisting of three item types: knowledge recall items (30 points; A1-type multiple-choice questions on disease characteristics, transmission routes, and precaution protocols), clinical application items (40 points; A3-type multiple-choice questions presenting clinical case scenarios requiring cross-disciplinary synthesis and clinical judgment), and integrated case analysis items (30 points; case-based items requiring integration of microbiological knowledge, NCP (Nursing Care Plan) frameworks, and precaution decisions for complex patient scenarios). All responses were scored by the automated examination system, and a research assistant independently verified the scoring of all answer sheets against the system output; no discrepancies were detected.

  At the end of the semester, approximately 12 weeks after course commencement

• Gain score

  To index knowledge integration relative to each student's own starting point, a gain score was computed: examination score minus the mean of the two prerequisite course scores. Positive gain scores indicate performance above one's prerequisite baseline.

  At the end of the semester, approximately 12 weeks after course commencement

Secondary Outcomes (1)

• Course feedback

  At the end of the semester, approximately 11 weeks after course commencement

Study Arms (2)

Historical Control Group (Traditional Lecture)

This group consisted of undergraduate nursing students enrolled in the Infectious Disease Nursing course during the 2023 academic year. Participants received traditional lecture-based instruction delivered in a teacher-centered format. Course content covered the same integrative Infectious Disease Nursing curriculum. Data were extracted retrospectively from existing academic records, including final examination scores, prerequisite course averages, and course feedback ratings.

Flipped Classroom Group

This group consisted of undergraduate nursing students enrolled in the Infectious Disease Nursing course during the 2024-2025 academic year. Participants received instruction via the flipped classroom model. The instructional design comprised weekly modules requiring students to complete pre-class preparation activities, followed by in-class sessions emphasizing student-led presentations and case-based group discussions. Data were extracted retrospectively from existing academic records, including final examination scores, prerequisite course averages, and course feedback ratings.

Other: Flipped Classroom (FC) as the teaching mode

Interventions

Flipped Classroom (FC) as the teaching mode OTHER

The FC comprised seven weekly modules. Pre-class: (a) guided readings (textbook chapters, articles, 15-20-min videos on epidemiology, pathophysiology, clinical manifestations); (b) independent PubMed search summarizing ≥5 relevant articles; (c) knowledge-synthesis worksheet identifying microbiological mechanisms (pathogen traits, transmission, virulence), immune responses, Nursing Care Plan (NCP) components from prerequisite Adults Nursing (AN), and transmission-based precautions. In-class (90 min/week, small groups): student presentations (30 min, groups of 2-3 linking mechanisms, NCP, precautions); case discussions (20 min); facilitator feedback and misconception correction (30 min); peer feedback (10 min on integration quality and evidence). Post-class: reflective prompts on challenging integration aspects and knowledge gaps.

Flipped Classroom Group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)
• Sampling Method: Non-Probability Sample

Study Population

All students in the 2021, 2022, and 2023 cohorts who completed the course of Infectious Diseases Nursing (IN) were eligible.

You may qualify if:

• documented grades in both prerequisite courses (Microbiology \& Immunology and Adults Nursing) AND
• completion of the final examination

You may not qualify if:

• incomplete prerequisite records OR
• withdrawal from the course

Sponsors & Collaborators

• Shantou University Medical College: lead
• Second Affiliated Hospital of Shantou University Medical College: collaborator

Study Sites (1)

Shantou University Medical College

Shantou, Guangdong, 515041, China

Location

Study Design

• Study Type: observational
• Observational Model: COHORT
• Time Perspective: RETROSPECTIVE
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lab manager

Study Record Dates

• First Submitted: September 2, 2026
• First Posted: September 8, 2026
• Study Start: May 1, 2026
• Primary Completion: August 20, 2026
• Study Completion: August 20, 2026
• Last Updated: September 8, 2026

Record last verified: 2026-09

Data Sharing

• IPD Sharing: Will not share

Locations

CN (1)