Effect of Flipped Classroom Learning on Pediatric Nasogastric Tube Feeding Insertion Skills of Nursing Students

Abstract

Intoduction: Flipped Classroom Learning is an instructional method that promotes self-directed learning.

Research Objectives: To study the effects of flipped classroom learning on the pediatric nasogastric tube feeding insertion skills of nursing students; and the students' satisfaction towards learning through flipped classroom learning management.

Research methodology: This quasi-experimental study involved second-year nursing students at Boromarajonani College of Nursing, Bangkok. Purposive sampling yielded 168 participants, divided into an experimental group (n = 88) and a control group (n = 80). Data collection instruments included: 1) a flipped classroom teaching plan for pediatric nasogastric tube feeding insertion, 2) a validated instructional video (CVI = .93), 3) an objective structured clinical examination (OSCE) with interrater reliability of .93, and 4) a student satisfaction questionnaire with a Cronbach’s alpha of .95. Data were analyzed using descriptive statistics and independent t-tests.

Results: The results revealed that the pediatric nasogastric tube feeding insertion skills score of nursing students after learning with the use of the flipped classroom learning approach was significantly higher than conventional learning methods (t=7.29, p > .01). Overall student satisfaction toward learning through the flipped classroom approach was the highest of the methods ( =4.69, SD=.50).

Conclusions: Flipped Classroom enhances both learning outcomes and student satisfaction in teaching pediatric nasogastric tube feeding skills, especially when supported by systematically developed educational media. It is well-suited for promoting self-directed learning in nursing education.

Implications: It is recommended that further studies be conducted to extend the

application of flipped classroom learning in other nursing topics or courses to enhance

students’ learning outcomes.