Abstract
Background:
Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats.
Method:
A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (
n
= 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (
n
= 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course.
Results:
Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC.
Conclusion:
Implementing the FC method effectively promoted students' knowledge acquisition and retention.
[
J Nurs Educ
. 2024;63(8):501–506.]