Peer-reviewed article
A flipped classroom approach compared with low-interactive online learning for pediatric pain management knowledge and instructional motivation in nursing students: A randomized controlled study.
Mustafa Belli, Zümrüt Başbakkal ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This randomized controlled trial compared two teaching methods (flipped classroom versus low-interactive online learning) for nursing students learning about pediatric pain management. The study found that the flipped classroom approach led to greater improvements in students' knowledge and motivation compared to online learning. However, this is a study about nursing education methods, not about child well-being outcomes.
Key points
- Eighty-four nursing students were randomized to flipped classroom or low-interactive online learning groups
- Flipped classroom group showed greater improvements in pediatric pain management knowledge scores
- Flipped classroom group showed greater improvements in instructional motivation
- Knowledge gains declined at three-month follow-up but remained above baseline
- Authors note findings are educational outcomes, not evidence of improved clinical competence
Limitations
This study measures nursing students' knowledge and motivation, not actual child health outcomes or clinical practice improvements. The authors acknowledge that questionnaire-assessed knowledge does not demonstrate improved clinical competence or that children actually experience better pain management as a result.
Abstract
AIM: This study aimed to compare a flipped classroom approach with low-interactive online learning in terms of nursing students' questionnaire-assessed pediatric pain management knowledge and instructional motivation. BACKGROUND: Pain management in children is a critical and multidimensional nursing responsibility. However, limited curricular time and opportunities for applied learning may restrict nursing students' preparedness in this area. Structured and interactive instructional formats, such as the flipped classroom, may support knowledge acquisition and motivation in pediatric nursing education. METHODS: This study employed a parallel-group randomized controlled trial design with a 1:1 allocation ratio. Eighty-eight third-year prelicensure nursing students were randomized to either the flipped classroom group (n = 44) or the low-interactive online learning group (n = 44). Due to attrition (2 intervention, 2 control), analyses included 42 participants per group (n = 84 in total). Data were collected between February and July 2022 using the Pediatric Pain Management Knowledge Scale for Nursing Students and the Instructional Materials Motivation Survey. This study was prospectively registered at ClinicalTrials.gov (Identifier: NCT07129044). RESULTS: At baseline, the groups were comparable in terms of knowledge and learning motivation. Following the intervention, the flipped classroom group demonstrated greater improvements in questionnaire-assessed pediatric pain management knowledge and instructional motivation than the low-interactive online learning group. Although scores declined from post-test to the three-month follow-up, they remained above baseline in the flipped classroom group. CONCLUSIONS: Within the context of this course, the flipped classroom approach was associated with greater improvement in questionnaire-assessed pediatric pain management knowledge and instructional motivation than low-interactive online learning. The findings should be interpreted as proximal educational outcomes rather than evidence of improved clinical competence or durable long-term effectiveness. Further studies using objective performance-based outcomes and longer follow-up periods are needed.