Long-term effects of flipped learning on nurses’ self-efficacy and satisfaction in pressure injury management: A multi-center quasi-experimental study

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-04-10 DOI:10.1016/j.nepr.2025.104368

Wen-Yi Chao , Wen-Chun Liao

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引用次数: 0

Abstract

Aims

Investigate the long-term effects of a flipped education —based on adult learning theory and incorporating multimedia teaching and physical workshops—on nurses’ self-efficacy in preventing and managing pressure injuries.

Background

Pressure injuries remain a global challenge, requiring caregivers to blend theory with practice. Flipped learning has shown promise in boosting nurses' confidence and competence in managing these injuries through higher-level processes such as interaction, reflection, application, analysis and integration.

Design

A single-blind, multicenter, quasi-experimental, two-group parallel repeated-measures design was conducted in seven medical institutions.

Method

A total of 404 participants adopted an adult self-directed learning model. The control group received PDF-based materials, while the intervention group additionally underwent a flipped education program that combined multimedia teaching with physical workshops. Self-efficacy in the four domains—assessment, planning, monitoring and decision-making—was measured at baseline, immediately post-intervention and at one- and three-months post-intervention. Data were analyzed using descriptive statistics, chi-square tests, t-tests and generalized estimating equations.

Results

Following the intervention, both groups showed a significant increase in self-efficacy (p < .05). The intervention group scored higher in all domains, with improvements lasting three months and reported greater learning satisfaction.

Conclusion

Multimedia teaching enhances learners’ motivation and improves the effectiveness of adult self-directed learning. Physical workshops focused on higher-level analysis, integration and hands-on teaching further strengthened care confidence and self-efficacy. These findings confirm the effectiveness of flipped education in pressure injury education, especially regarding its long-term impact and offer valuable insights for designing future nursing training programs.

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翻转学习对护士压力伤害管理自我效能感和满意度的长期影响：一项多中心准实验研究

目的探讨以成人学习理论为基础，结合多媒体教学和物理工作坊的翻转教育对护理人员预防和处理压力性损伤自我效能感的长期影响。压力性损伤仍然是一个全球性的挑战，需要护理人员将理论与实践相结合。通过互动、反思、应用、分析和整合等更高层次的过程，翻转学习有望提高护士在管理这些伤害方面的信心和能力。设计在7家医疗机构进行单盲、多中心、准实验、两组平行重复测量设计。方法404名被试采用成人自主学习模式。对照组接受了基于pdf的材料，而干预组则接受了一个将多媒体教学与物理研讨会相结合的翻转教育计划。在四个领域——评估、计划、监测和决策——的自我效能感分别在基线、干预后立即以及干预后1个月和3个月进行测量。数据分析采用描述性统计、卡方检验、t检验和广义估计方程。结果干预后，两组患者自我效能感均显著提高（p <； .05）。干预组在所有领域的得分都更高，改善持续了三个月，并报告了更高的学习满意度。结论多媒体教学提高了学习者的学习动机，提高了成人自主学习的效果。物理工作坊侧重于更高层次的分析、整合和实践教学，进一步增强了护理信心和自我效能感。这些发现证实了翻转教育在压力损伤教育中的有效性，特别是其长期影响，并为设计未来的护理培训方案提供了有价值的见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.