The Impact of Flipped Classroom Models on Nursing Students' Engagement and Learning Outcomes: A Systematic Review

Background: The flipped classroom model has emerged as an innovative teaching approach in nursing education, designed to promote student-centered learning, critical thinking, and enhanced engagement. Unlike traditional lectures, flipped classrooms allow students to review instructional material before class and engage in interactive, problem-solving activities during face-to-face sessions. This systematic review investigates the effects of flipped classroom models on nursing students' engagement and learning outcomes. Methods: A systematic search was performed using PubMed, Scopus, Web of Science, and CINAHL databases for articles published from January ۲۰۱۳ to July ۲۰۲۴. The inclusion criteria comprised peer-reviewed studies in English examining the implementation of the flipped classroom in undergraduate or graduate nursing education, with outcomes related to student engagement, academic achievement, or skill acquisition. The quality of studies was assessed using the Joanna Briggs Institute critical appraisal tools. Data were extracted on study design, flipped classroom interventions, outcome measures, and key findings. Results: Of the ۸۹۲ articles identified, ۲۱ met the inclusion criteria. The studies utilized a variety of flipped classroom designs, including pre-class video lectures, online modules, simulation exercises, and in-class group discussions. The majority reported significant improvements in student engagement, motivation, and participation compared to traditional teaching methods. Several studies highlighted enhanced critical thinking, self-directed learning, and better theoretical knowledge retention among students exposed to the flipped classroom. Academic performance, measured through exam scores and clinical skills assessments, showed moderate to strong improvements in most interventions. Nevertheless, some challenges were noted, such as increased preparatory workload for students, variability in technological access, and the need for faculty development. Conclusion: The findings from this systematic review indicate that the flipped classroom model has a positive impact on nursing students' engagement and learning outcomes. Incorporating this approach into nursing curricula can foster active learning, deeper understanding of clinical concepts, and readiness for real-world practice. Further research is recommended to explore strategies for overcoming implementation barriers and to assess the long-term effects on clinical competencies. Keywords: flipped classroom, nursing education, student engagement, learning outcomes, systematic review

کلیدواژه ها:

flipped classroom ، nursing education ، student engagement ، learning outcomes ، systematic review