Journal of Professional Nursing最新文献

{"title":"Exploration of Clinical Nurse Specialist Preceptors’ Perception of Competencies","authors":"Kimberly Pate ,&nbsp;Julie M. Linder ,&nbsp;Chelsea Passwater ,&nbsp;Savanna Harrelson ,&nbsp;Allyson Cochran","doi":"10.1016/j.profnurs.2025.02.008","DOIUrl":"10.1016/j.profnurs.2025.02.008","url":null,"abstract":"<div><h3>Background</h3><div>Despite the importance of preceptors in guiding role transitions, limited literature exists on the clinical nurse specialist (CNS) preceptor to support a symbiotic relationship with CNS students.</div></div><div><h3>Purpose</h3><div>The aim of the study was to explore CNS preceptors' perceptions of their competencies.</div></div><div><h3>Methods</h3><div>A descriptive correlational design was utilized in a convenience sample of CNS preceptors across the state of North Carolina, measuring competency with the Preceptor Self-Assessment Tool (PSAT)-40 in three competency domains: interpersonal and intrapersonal skills and attitudes, knowledge and understanding, and administrative resources and support.</div></div><div><h3>Results</h3><div>The majority of preceptors reported scores in the advanced and proficient range on all three domains, with the administrative resources and support domain demonstrating the lowest scores. The knowledge and understanding domain demonstrated statistically significant correlations with the highest degree held, years of CNS experience, number of CNS students precepted, and recency of last precepting experience. Both years of experience as a nurse and CNS demonstrated statistically significant correlations with the total score, with multivariate analysis also supporting CNS experience.</div></div><div><h3>Conclusions</h3><div>Better understanding CNS preceptor competencies aids in appropriate preceptor selection as well as supports the development and implementation of professional development opportunities to prepare individuals acclimating to the preceptor role.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 39-45"},"PeriodicalIF":2.8,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Outcomes of post-exam reviews for nursing and health sciences students: An integrative review","authors":"Amanda E. Cornine","doi":"10.1016/j.profnurs.2025.02.009","DOIUrl":"10.1016/j.profnurs.2025.02.009","url":null,"abstract":"<div><h3>Background</h3><div>Post-exam reviews allow students to analyze their exams and receive faculty feedback on their performance. Feedback may help avoid attrition in nursing programs, which is important to address in the face of national nursing shortages and because attrition disproportionally affects students from several underrepresented groups.</div></div><div><h3>Purpose</h3><div>The purpose of this integrative review was to synthesize evidence about outcomes of post-exam reviews for nursing and health science students based on <span><span>Knowles' (1978)</span></span> theory of adult learning.</div></div><div><h3>Methods</h3><div>An integrative review of the literature as described by <span><span>Whittemore and Knafl (2005)</span></span> was undertaken. Multiple databases were searched in June 2024; ancestry searching was also used. Data were analyzed using the constant comparison method.</div></div><div><h3>Results</h3><div>Nine studies met inclusion criteria. Four themes emerged from the data: looking back, looking in, looking forward, and general satisfaction. Most outcomes were positive (such as increased grades), although some potentially negative outcomes (such as incivility) were identified.</div></div><div><h3>Conclusions</h3><div>Nursing faculty should seriously consider implementing post-exam reviews in their courses, structuring the reviews to avoid potentially negative outcomes such as incivility.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 1-9"},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143488586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An archetype for the doctoral prepared advanced practice nurse: Mary Bristow Willeford (1900–1941), nurse-midwife and doctor of philosophy","authors":"Janet L. Engstrom PhD, APRN, CNM, WHNP-BC, CNE,&nbsp;Anne Z. Cockerham PhD, APRN, CNM, WHNP-BC, CNE","doi":"10.1016/j.profnurs.2025.02.006","DOIUrl":"10.1016/j.profnurs.2025.02.006","url":null,"abstract":"<div><h3>Objective</h3><div>Advances in nursing education and practice in the early twentieth century are examined using the biography of Mary Bristow Willeford (1900–1941), one of the first nurses in the United States to practice as a nurse-midwife and earn a doctoral degree.</div></div><div><h3>Methods</h3><div>This historiographic research used a social history perspective to examine Willeford's education and career, and the social forces that facilitated her accomplishments.</div></div><div><h3>Findings</h3><div>Willeford practiced as a nurse-midwife beginning in 1926 and earned a Doctor of Philosophy degree in 1932. She held leadership positions at the Frontier Nursing Service and oversaw much of their data systems on the processes, outcomes, and cost of care, and was a founding member of the first professional organization for nurse-midwives in the United States. Willeford later worked as a consultant for the California Department of Health, educating nurses about maternal, infant, and child health, and for the United States Children's Bureau, improving the practice of midwives and developing nurse-midwifery educational programs. Throughout her career, Willeford was well mentored and given educational, professional, and clinical practice opportunities by leaders, educators, and researchers in nursing and other health sciences.</div></div><div><h3>Summary</h3><div>Willeford was a pioneering nurse whose career exemplifies the work that can be accomplished by nurses with a strong educational foundation, advanced practice opportunities, and ongoing mentorship across the health sciences.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 10-16"},"PeriodicalIF":2.8,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trends and hotspots of design thinking in nursing research: A bibliometric analysis","authors":"Dongyu Wang RN, MSN ,&nbsp;Jiayi Zhu RN, MSN Candidate ,&nbsp;Xiaofeng Xie MSc, PhD, Post Doctoral Researcher ,&nbsp;Ruben Martin-Payo Ph.D. Professor ,&nbsp;Linyan Xu RN, MSN ,&nbsp;Fengying Zhang RN, Ph.D. Professor","doi":"10.1016/j.profnurs.2025.02.005","DOIUrl":"10.1016/j.profnurs.2025.02.005","url":null,"abstract":"<div><h3>Background</h3><div>The increasing research on design thinking in nursing underscores its potential to improve patient care and optimize healthcare systems. However, a comprehensive bibliometric analysis of this emerging field is still lacking.</div></div><div><h3>Purpose</h3><div>This study aims to provide a thorough overview of existing research on design thinking in nursing using bibliometric indicators to examine trends and draw insights.</div></div><div><h3>Methods</h3><div>VOSviewer was used to conduct a bibliometric analysis, providing insights into the characteristics of the academic literature on design thinking in nursing. This study analyzed the literature from the inception of the database until March 20, 2024, using sources from the Web of Science Core Collection and the Cumulative Index to Nursing and Allied Health Literature database.</div></div><div><h3>Results</h3><div>The results reveal a substantial increase in research on design thinking in nursing, with 264 publications contributed by 1477 authors representing 634 organizations across 47 countries. These articles were published across 190 journals and referenced 10,093 sources from 5153 journals. The United States led in search contributions with 117 publications, while Stanford University stood out as the most prolific institution, averaging 40.3 citations per publication, highlighting its significant influence in the field. The study primarily explores broad themes in nursing, emphasizing key areas such as human-centered design, digital health, telemedicine, artificial intelligence (AI), education, innovation, and quality improvement. These findings reflect the increasing recognition of design thinking as a vital approach to enhancing nursing practice and education.</div></div><div><h3>Conclusion</h3><div>This study highlights the growing global focus on design thinking in nursing, with Western regions emerging as key contributors to research in the field. The recognition of key areas, including human-centered design, digital health, telemedicine, AI, education, innovation, implementation science, and quality improvement, underscores the need for nursing to advance its design thinking approaches. The results emphasize the importance of nursing educators and practitioners adopting and integrating design thinking principles, as this approach can significantly improve educational outcomes and patient care.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 51-60"},"PeriodicalIF":2.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143533992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Utilization of backward design in health professional education: A rapid review","authors":"Kailey Rinaldi PhD, APRN, CPNP-PC, CNE ,&nbsp;Monica Messer PhD, DNP, RN ,&nbsp;Ardis Hanson PhD ,&nbsp;Janet Chan MLIS, RN","doi":"10.1016/j.profnurs.2025.02.004","DOIUrl":"10.1016/j.profnurs.2025.02.004","url":null,"abstract":"<div><h3>Background</h3><div>Transformative changes in nursing education are compelling nursing programs to transition to a backward design-driven competency- and clinical judgment-based curriculum design. Little guidance exists on backward design application in nursing.</div></div><div><h3>Purpose</h3><div>This rapid review aims to identify what is known about the use, implementation, and outcomes of backward design (BWD) in healthcare professional education programs.</div></div><div><h3>Methods</h3><div>A rapid review of the literature was conducted using the Interim Guidance for Rapid Reviews Methods in concert with the PRISMA-P protocol, the PRISMA 2020 explanation and elaboration, and the PRISMA 2020 reporting guidelines.</div></div><div><h3>Results</h3><div>There was no empirical evidence of the efficacy of BWD in achieving competency-based outcomes. Results focused on strengths and benefits for students and faculty and provided implementation tips. BWD better assured the alignment of course learning outcomes, assessments, and learning activities. There was more student engagement and mastery of skills, and greater faculty effectiveness in the learner-centered BWD approach.</div></div><div><h3>Conclusions</h3><div>Our findings show the utility of BWD in healthcare education and provide models for application of BWD as an effective curricular framework in nursing. Our review shows the importance of the adoption of a standardized curricular framework in nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 31-38"},"PeriodicalIF":2.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the impact on faculty of the American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education","authors":"Mary Cassandra Pearson Ed.D, MSN, RN,&nbsp;Jennifer Shumway Ed.D., LAT, ATC","doi":"10.1016/j.profnurs.2025.02.003","DOIUrl":"10.1016/j.profnurs.2025.02.003","url":null,"abstract":"<div><h3>Background</h3><div>Current nursing instructional methods inadequately prepare students for complex healthcare settings, exacerbating challenges in new graduate competency and transition to practice. The introduction of standardized competencies marks a substantial shift in nursing education, posing a considerable challenge for faculty implementing these changes.</div></div><div><h3>Purpose</h3><div>This study examined the experiences of faculty implementing a competency-based education program utilizing <em>The Essentials: Core Competencies for Professional Nursing Education</em> (2021) in undergraduate Bachelor of Science in Nursing (BSN) education programs.</div></div><div><h3>Methods</h3><div>A qualitative research design using phenomenology was chosen to explore the experiences of eight faculty and gain insight into perceived challenges experienced during the implementation of <em>The Essentials</em> recommendations through semi-structured interviews. Data was analyzed using a manual content analysis with a constant comparative technique.</div></div><div><h3>Results</h3><div>The data analysis revealed three primary themes focused on the faculty's initial uncertainty, the challenges associated with change processes and faculty engagement, and the strategies employed to develop and implement a competency-based program.</div></div><div><h3>Conclusion</h3><div>The findings provide insight into the faculty experience during The Essentials implementation, proposing strategies for curriculum alignment and overcoming resistance to change. Faculty continue to seek validation for their work while also facing the challenge of balancing implementation demands and broader institutional responsibilities. Continued discussions on faculty role development and resource identification are essential for future competency-based education program advancements.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 139-147"},"PeriodicalIF":2.8,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143387632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trauma-informed leadership strategies to improve baccalaureate nursing student engagement and well-being","authors":"Carolyn Bradley DNP, RN,&nbsp;Tyler Traister DNP, RN","doi":"10.1016/j.profnurs.2025.02.002","DOIUrl":"10.1016/j.profnurs.2025.02.002","url":null,"abstract":"<div><div>Trauma-informed leadership is a critical strategy in enhancing nursing student success by fostering a supportive and empowering educational environment. The inclusion of trauma-informed practices in nursing education emphasizes the importance of understanding this generation of students impacted by the COVID-19 pandemic and other potential traumas. Strategies for how trauma-informed leadership was implemented in a baccalaureate nursing program are detailed in this article. In an enhanced relationship-centered environment, opportunities were developed to build relationships and trust with students during scheduled faculty-student lunches, and open virtual hours in the evening with the program director. Through a senior-class art therapy project, students enjoyed the opportunity for creativity and healing. Supportive resources were provided to students, such as counseling and academic support specialists. However, the limitations of this approach include the need for ongoing faculty development and potential challenges in tailoring support to individual student needs. Despite these limitations, the trauma-informed leadership approach targeted student well-being, resilience, trust, and a sense of belonging. The implications for nursing educational practice underscore the necessity of adopting trauma-informed approaches to better prepare a resilient and engaged pipeline of nurses.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 129-132"},"PeriodicalIF":2.8,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143234244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship between social support and psychological distress in nursing students: The mediating role of school-life interference","authors":"Rheajane A. Rosales ,&nbsp;Leodoro J. Labrague ,&nbsp;Dolores L. Arteche ,&nbsp;Maria Caroline Santos ,&nbsp;Nemia de Leon Calimbas ,&nbsp;Begonia C. Yboa ,&nbsp;Jeanette B. Sabio ,&nbsp;Charmaine R. Quina ,&nbsp;Lawrence Quincy Quiano ,&nbsp;Mary Ann Apacible","doi":"10.1016/j.profnurs.2025.01.010","DOIUrl":"10.1016/j.profnurs.2025.01.010","url":null,"abstract":"<div><h3>Background</h3><div>Social support is a crucial factor in mitigating psychological distress among nursing students. However, the specific mechanism through which social support influences psychological distress, particularly the mediating role of school-life interference, remains underexplored.</div><div>Aim</div><div>The researchers investigated the relationship between social support and psychological distress in nursing students and examined the extent to which school-life interference mediates this relationship.</div></div><div><h3>Methods</h3><div>A cross-sectional research design was employed. Data were collected from 1014 nursing students from three government universities in the Philippines. Three standardized scales were used: the Perceived Social Support Questionnaire (PSSQ), School-Life Interference Scale (SLIS), and the Perceived Stress Scale (PSS). Descriptive statistics, correlation analysis, and mediation analysis were conducted to analyze the data.</div></div><div><h3>Results</h3><div>The findings revealed a moderate level of perceived social support (M = 3.554, SD = 0.775), high levels of school-life interference (M = 3.923, SD = 0.638), and significant psychological distress (M = 3.505, SD = 0.808). Social support was negatively associated with psychological distress (β = −0.1547, <em>p</em> &lt; 0.001) and school-life interference (β = −0.0829, <em>p</em> = 0.001). School-life interference partially mediated the relationship between social support and psychological distress (β = −0.0375, LLCI = −0.0633 to ULCI = −0.0126).</div></div><div><h3>Conclusion</h3><div>Social support played a crucial role in mitigating school-life interference, which subsequently reduced psychological distress among nursing students. Furthermore, the interventions aimed at enhancing social support and reducing school-life interference should be integrated into nursing education programs to support students' psychological well-being and academic success.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 121-128"},"PeriodicalIF":2.8,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143234242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the discussion board: A scoping review of asynchronous online active learning","authors":"Kimberly Brundidge MSN, RN CCRN ,&nbsp;Erin McArthur MLIS","doi":"10.1016/j.profnurs.2025.01.012","DOIUrl":"10.1016/j.profnurs.2025.01.012","url":null,"abstract":"<div><h3>Background</h3><div>Asynchronous online learning is increasing in popularity in nursing education. Active learning promotes student engagement and critical thinking. While discussion boards are common, they often lack meaningful interaction.</div></div><div><h3>Purpose</h3><div>This scoping review aims to identify asynchronous active learning activities, their learning outcomes, and evaluation methods.</div></div><div><h3>Method</h3><div>Searches were conducted using CINAHL, MEDLINE, Web of Science, and Google Scholar for peer-reviewed English-language articles published between 2016 and 2023.</div></div><div><h3>Results</h3><div>Articles selected for inclusion (n = 19) described activities including game-based learning, interactive case studies, video/voice discussions, interactive videos, and virtual simulations used to teach a wide variety of learning outcomes. Evaluation methods varied, including surveys, course grades, and program outcomes.</div></div><div><h3>Conclusions</h3><div>There are numerous effective strategies for fostering student engagement in asynchronous active learning. Utilizing these strategies may empower nursing faculty to implement active learning in their courses. Educators should strive to optimize both student satisfaction and academic performance by embracing asynchronous active learning methodologies.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 100-111"},"PeriodicalIF":2.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Paradoxical effect of flipped classroom on nursing students' learning ability and satisfaction in a fundamental of nursing clinical course: A quasi-experimental study","authors":"Mickaël Antoine Joseph ,&nbsp;Jansi Natarajan ,&nbsp;Leodoro Labrague ,&nbsp;Omar Al Omari","doi":"10.1016/j.profnurs.2025.01.011","DOIUrl":"10.1016/j.profnurs.2025.01.011","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;The “Fundamentals of Nursing” course is crucial for equipping novice undergraduate nursing students with essential skills for their professional practice. However, a gap exists between nursing education and clinical readiness—a challenge exacerbated by the COVID-19 pandemic and issues like absenteeism in clinical sessions. The flipped classroom has been proposed as an innovative strategy to bridge this gap, offering students opportunities for self-paced learning before class and enabling more active, hands-on practice during lab sessions.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Objectives&lt;/h3&gt;&lt;div&gt;This study aimed to evaluate the effects of the flipped classroom approach on undergraduate nursing students' knowledge retention, skill performance, self-directed learning, collaborative learning, work engagement, learning ability, and satisfaction in a Fundamentals of Nursing clinical course.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;div&gt;A non-equivalent quasi-experimental design was used to compare the flipped classroom method against traditional demonstration-based instruction within a clinical skills lab setting.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Participants&lt;/h3&gt;&lt;div&gt;The study included 100 nursing students enrolled in the “Fundamentals of Nursing” theory and lab courses at Sultan Qaboos University, Muscat, Sultanate of Oman, during the fall and spring semesters of 2022.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;The experimental group engaged with pre-recorded video lectures, infographics, and other educational materials before class, while the control group received conventional demonstration-based instruction. Data were collected through pre-quiz and post-quiz scores, skill evaluation checklists, and surveys assessing various learning outcomes.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;Although students in the flipped classroom group showed significantly higher pre-quiz scores, indicating better initial understanding, there was no significant difference in post-quiz scores, skill evaluation, or other measured learning outcomes compared to the control group. Unexpectedly, the flipped classroom approach had a detrimental effect on self-reported learning ability and satisfaction. Specifically, the mean scores for learning ability were 35.57 (SD = 5.30) in the flipped classroom group versus 37.89 (SD = 5.26) in the control group, with &lt;em&gt;t&lt;/em&gt; = 2.186, &lt;em&gt;p&lt;/em&gt; = 0.031 (95 % CI 0.21 to 4.42). Satisfaction scores in the flipped classroom were 44.35 (SD = 11.07) compared to 48.43 (SD = 7.53) in the control group, &lt;em&gt;t&lt;/em&gt; = 2.119, &lt;em&gt;p&lt;/em&gt; = 0.037 (95 % CI 0.26 to 7.91).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusions&lt;/h3&gt;&lt;div&gt;The flipped classroom approach did not significantly enhance most of the educational outcomes compared to traditional demonstration-based teaching. While it offers benefits in terms of adaptability to remote scenarios, its impact on self-directed learning and student satisfaction requires careful consideration and further investigation. Future research should ex","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 112-120"},"PeriodicalIF":2.8,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}