Evaluation of the Flipped Classroom Model in Infectious Disease Nursing EducationFCNCT07806305
The Flipped Classroom Model in Infectious Disease Nursing: Implementation and Assessment of Educational Effectiveness
An observational study of Evaluation of the Flipped Classroom Model in Infectious Disease Nursing Education, run by Shantou University Medical College at 1 site in China.
Trial summary
The goal of this retrospective cohort study was to evaluate whether the flipped classroom (FC) teaching model improved academic performance and student engagement in an integrative Infectious Disease Nursing course, compared with traditional lecture-based instruction. The main questions it aimed to answer were: 1. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Evaluation of the Flipped Classroom Model in Infectious Disease Nursing Education
- What is being tested?
- Flipped Classroom (FC) as the teaching mode
- How many people
- 54 participants
- Where
- 1 siteChina
- Study dates
- 1 May 2026to 20 Aug 2026
- Phase
- Observational
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Study population: All students in the 2021, 2022, and 2023 cohorts who completed the course of Infectious Diseases Nursing (IN) were eligible.
Who may be able to join
- documented grades in both prerequisite courses (Microbiology \& Immunology and Adults Nursing) AND
- completion of the final examination
Who cannot join
- incomplete prerequisite records OR
- withdrawal from the course
Trial locations and contacts
1 site in 1 country.
About this study
The goal of this retrospective cohort study was to evaluate whether the flipped classroom (FC) teaching model improved academic performance and student engagement in an integrative Infectious Disease Nursing course, compared with traditional lecture-based instruction. The main questions it aimed to answer were:
- Did the flipped classroom model produce higher final examination scores than traditional lectures after adjusting for students' prior academic achievement?
- Did the flipped classroom model enhance students' self-reported course interest and engagement?
- How did prerequisite course performances contribute to final achievement in this integrative nursing course? Researchers compared undergraduate nursing students taught via the flipped classroom in the 2024-2025 academic year (n = 18) with historical controls who received lecture-based instruction in the 2023 academic year (n = 36) at a single university in China.
Read more
Participants in the flipped classroom group (2024-2025 cohort):
- Completed weekly pre-class preparation modules (e.g., reviewing recorded lectures, reading assignments) before each session
- Attended in-class sessions that emphasized student-led presentations and case-based group discussions
- Completed a final written examination covering integrative Infectious Disease Nursing content
- Provided anonymous feedback ratings on their course interest and overall learning experience The historical control group (2023 cohort) received traditional lecture-based instruction and completed the same final examination and feedback survey.
Read the detailed description
This is a single-center, retrospective cohort study designed to evaluate the effectiveness of the flipped classroom (FC) teaching model compared with traditional lecture-based instruction in an integrative Infectious Disease Nursing course.
The study was conducted at Shantou University Medical College, China. Undergraduate nursing students enrolled in the Infectious Disease Nursing course during the 2024-2025 academic year (the FC cohort, n = 18) were compared with historical controls who received lecture-based instruction during the 2023 academic year (the control cohort, n = 36). All participants were from the same instructional track and completed the same course requirements.
For the FC cohort, the instructional design consisted of weekly modules that required students to complete pre-class preparation activities, including reviewing recorded educational videos and assigned readings. In-class sessions were structured around student-led presentations and case-based group discussions to reinforce the pre-class content. The historical control cohort received conventional teacher-centered lectures covering the same course content during the 2023 academic year.
Data were extracted retrospectively from existing academic records and course evaluation databases. The primary outcome measure was final examination score, which consisted of multiple-choice questions and open-questions covering integrative Infectious Disease Nursing content. Secondary outcome measures included gain scores (calculated as final examination score minus the average prerequisite course score) and course feedback ratings on student interest and overall learning experience.
Statistical analyses were performed using SPSS 30.0 and Python 3. Group differences in continuous variables were compared using independent-samples t-tests. Partial correlation analysis was conducted to examine the independent contributions of prerequisite course performances to Infectious Disease Nursing achievement. Analysis of covariance (ANCOVA), with gain score as a covariate, was used to evaluate the independent effect of the FC model after adjusting for prior academic achievement. All statistical tests were two-sided, with a significance level set at P < 0.05.
Because this study was retrospective in nature and involved analysis of existing educational records, no study intervention was assigned as part of the protocol. The study was conducted in accordance with the Declaration of Helsinki and received ethical approval from the Ethics Committee of Shantou University Medical College (Approval No.: SUMC-2026-013).
- Being tested
- Flipped Classroom (FC) as the teaching mode
- Keywords
- Flipped Classroom; Infectious Disease Nursing; Nursing Students; Retrospective Cohort Study; Undergraduate Nursing Education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Flipped Classroom (FC) as the teaching modeOther
The FC comprised seven weekly modules. Pre-class: (a) guided readings (textbook chapters, articles, 15-20-min videos on epidemiology, pathophysiology, clinical manifestations); (b) independent PubMed search summarizing ≥5 relevant articles; (c) knowledge-synthesis worksheet identifying microbiological mechanisms (pathogen traits, transmission, virulence), immune responses, Nursing Care Plan (NCP) components from prerequisite Adults Nursing (AN), and transmission-based precautions. In-class (90 min/week, small groups): student presentations (30 min, groups of 2-3 linking mechanisms, NCP, precautions); case discussions (20 min); facilitator feedback and misconception correction (30 min); peer feedback (10 min on integration quality and evidence). Post-class: reflective prompts on challenging integration aspects and knowledge gaps.
| Study group | Role | What they receive |
|---|---|---|
| Historical Control Group (Traditional Lecture) | This group consisted of undergraduate nursing students enrolled in the Infectious Disease Nursing course during the 2023 academic year. Participants received traditional lecture-based instruction delivered in a teacher-centered format. Course content covered the same integrative Infectious Disease Nursing curriculum. Data were extracted retrospectively from existing academic records, including final examination scores, prerequisite course averages, and course feedback ratings. | |
| Flipped Classroom Group | This group consisted of undergraduate nursing students enrolled in the Infectious Disease Nursing course during the 2024-2025 academic year. Participants received instruction via the flipped classroom model. The instructional design comprised weekly modules requiring students to complete pre-class preparation activities, followed by in-class sessions emphasizing student-led presentations and case-based group discussions. Data were extracted retrospectively from existing academic records, including final examination scores, prerequisite course averages, and course feedback ratings. Receives: Other: Flipped Classroom (FC) as the teaching mode |
What is being measured
The primary outcome is the main question the study is designed to answer.
Final examination score
All students completed the same final examination (100 points), consisting of three item types: knowledge recall items (30 points; A1-type multiple-choice questions on disease characteristics, transmission routes, and precaution protocols), clinical application items (40 points; A3-type multiple-choice questions presenting clinical case scenarios requiring cross-disciplinary synthesis and clinical judgment), and integrated case analysis items (30 points; case-based items requiring integration of microbiological knowledge, NCP (Nursing Care Plan) frameworks, and precaution decisions for complex patient scenarios). All responses were scored by the automated examination system, and a research assistant independently verified the scoring of all answer sheets against the system output; no discrepancies were detected.
Measured: At the end of the semester, approximately 12 weeks after course commencement
Gain score
To index knowledge integration relative to each student's own starting point, a gain score was computed: examination score minus the mean of the two prerequisite course scores. Positive gain scores indicate performance above one's prerequisite baseline.
Measured: At the end of the semester, approximately 12 weeks after course commencement
Secondary outcomes (1)
Course feedback
A post-course survey administered in the final week measured three dimensions on a 10-point Likert scale (1 = strongly disagree, 10 = strongly agree): interestingness, understanding, and overall effectiveness. One open-ended question invited suggestions for improving the course.
Measured: At the end of the semester, approximately 11 weeks after course commencement
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted8 Sep 2026
- Study start1 May 2026
- Primary completion20 Aug 2026
- Study completion20 Aug 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Evaluation of the Flipped Classroom Model in Infectious Disease Nursing EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Observational
- Observational model
- Cohort
- Time perspective
- Retrospective
- Enrolment
- 54 participants (actual)
Sponsor and investigators
- Lead sponsor
- Shantou University Medical College
- Sponsor type
- University, hospital or other
- Collaborators
- Second Affiliated Hospital of Shantou University Medical College
- Responsible party
- Principal investigator, Dangui Zhang, Shantou University Medical College
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07806305
- Sponsor's protocol ID
- SUMC-2026-013
- Acronym
- FC
- Status last verified
- Sep 2026
- First submitted
- 2 Sep 2026
- Last updated
- 8 Sep 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: The data are not publicly available due to ethical restrictions (student academic records; the ethics approval did not include public deposition).
Study at a glance
From the registry record, last updated by the sponsor on 8 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Flipped Classroom Model in Infectious Disease Nursing: Implementation and Assessment of Educational Effectiveness
- ClinicalTrials.gov ID
- NCT07806305
- Acronym / sponsor ID
- FC / SUMC-2026-013
- Keywords
- Flipped Classroom; Infectious Disease Nursing; Nursing Students; Retrospective Cohort Study; Undergraduate Nursing Education
- Study type
- Observational
- Recruitment status
- Completed
- Enrolment
- 54 participants (actual)
- Lead sponsor
- Shantou University Medical CollegeUniversity, hospital or other
- Collaborators
- Second Affiliated Hospital of Shantou University Medical College
- Study start
- 1 May 2026 (actual)
- Primary completion
- 20 Aug 2026 (actual)
- Study completion
- 20 Aug 2026 (actual)
- First posted
- 8 Sep 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The goal of this retrospective cohort study was to evaluate whether the flipped classroom (FC) teaching model improved academic performance and student engagement in an integrative Infectious Disease Nursing course, compared with traditional lecture-based instruction. The main questions it aimed to answer were:
- Did the flipped classroom model produce higher final examination scores than traditional lectures after adjusting for students' prior academic achievement?
- Did the flipped classroom model enhance students' self-reported course interest and engagement?
- How did prerequisite course performances contribute to final achievement in this integrative nursing course? Researchers compared undergraduate nursing students taught via the flipped classroom in the 2024-2025 academic year (n = 18) with historical controls who received lecture-based instruction in the 2023 academic year (n = 36) at a single university in China.
Participants in the flipped classroom group (2024-2025 cohort):
- Completed weekly pre-class preparation modules (e.g., reviewing recorded lectures, reading assignments) before each session
- Attended in-class sessions that emphasized student-led presentations and case-based group discussions
- Completed a final written examination covering integrative Infectious Disease Nursing content
- Provided anonymous feedback ratings on their course interest and overall learning experience The historical control group (2023 cohort) received traditional lecture-based instruction and completed the same final examination and feedback survey.
Detailed description
This is a single-center, retrospective cohort study designed to evaluate the effectiveness of the flipped classroom (FC) teaching model compared with traditional lecture-based instruction in an integrative Infectious Disease Nursing course.
The study was conducted at Shantou University Medical College, China. Undergraduate nursing students enrolled in the Infectious Disease Nursing course during the 2024-2025 academic year (the FC cohort, n = 18) were compared with historical controls who received lecture-based instruction during the 2023 academic year (the control cohort, n = 36). All participants were from the same instructional track and completed the same course requirements.
For the FC cohort, the instructional design consisted of weekly modules that required students to complete pre-class preparation activities, including reviewing recorded educational videos and assigned readings. In-class sessions were structured around student-led presentations and case-based group discussions to reinforce the pre-class content. The historical control cohort received conventional teacher-centered lectures covering the same course content during the 2023 academic year.
Data were extracted retrospectively from existing academic records and course evaluation databases. The primary outcome measure was final examination score, which consisted of multiple-choice questions and open-questions covering integrative Infectious Disease Nursing content. Secondary outcome measures included gain scores (calculated as final examination score minus the average prerequisite course score) and course feedback ratings on student interest and overall learning experience.
Statistical analyses were performed using SPSS 30.0 and Python 3. Group differences in continuous variables were compared using independent-samples t-tests. Partial correlation analysis was conducted to examine the independent contributions of prerequisite course performances to Infectious Disease Nursing achievement. Analysis of covariance (ANCOVA), with gain score as a covariate, was used to evaluate the independent effect of the FC model after adjusting for prior academic achievement. All statistical tests were two-sided, with a significance level set at P < 0.05.
Because this study was retrospective in nature and involved analysis of existing educational records, no study intervention was assigned as part of the protocol. The study was conducted in accordance with the Declaration of Helsinki and received ethical approval from the Ethics Committee of Shantou University Medical College (Approval No.: SUMC-2026-013).
Study design
- Observational model
- Cohort
- Time perspective
- Retrospective
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Historical Control Group (Traditional Lecture) | – | –This group consisted of undergraduate nursing students enrolled in the Infectious Disease Nursing course during the 2023 academic year. Participants received traditional lecture-based instruction delivered in a teacher-centered format. Course content covered the same integrative Infectious Disease Nursing curriculum. Data were extracted retrospectively from existing academic records, including final examination scores, prerequisite course averages, and course feedback ratings. |
| Flipped Classroom Group | – | Other: Flipped Classroom (FC) as the teaching modeThis group consisted of undergraduate nursing students enrolled in the Infectious Disease Nursing course during the 2024-2025 academic year. Participants received instruction via the flipped classroom model. The instructional design comprised weekly modules requiring students to complete pre-class preparation activities, followed by in-class sessions emphasizing student-led presentations and case-based group discussions. Data were extracted retrospectively from existing academic records, including final examination scores, prerequisite course averages, and course feedback ratings. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
- Study population
- All students in the 2021, 2022, and 2023 cohorts who completed the course of Infectious Diseases Nursing (IN) were eligible.
Key inclusion criteria (2 listed)
- documented grades in both prerequisite courses (Microbiology \& Immunology and Adults Nursing) AND
- completion of the final examination
Key exclusion criteria (2 listed)
- incomplete prerequisite records OR
- withdrawal from the course
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Flipped Classroom (FC) as the teaching modeThe FC comprised seven weekly modules. Pre-class: (a) guided readings (textbook chapters, articles, 15-20-min videos on epidemiology, pathophysiology, clinical manifestations); (b) independent PubMed search summarizing ≥5 relevant articles; (c) knowledge-synthesis worksheet identifying microbiological mechanisms (pathogen traits, transmission, virulence), immune responses, Nursing Care Plan (NCP) components from prerequisite Adults Nursing (AN), and transmission-based precautions. In-class (90 min/week, small groups): student presentations (30 min, groups of 2-3 linking mechanisms, NCP, precautions); case discussions (20 min); facilitator feedback and misconception correction (30 min); peer feedback (10 min on integration quality and evidence). Post-class: reflective prompts on challenging integration aspects and knowledge gaps. | Other | Flipped Classroom Group |
Primary outcome
Final examination score
Time frame: At the end of the semester, approximately 12 weeks after course commencement
All students completed the same final examination (100 points), consisting of three item types: knowledge recall items (30 points; A1-type multiple-choice questions on disease characteristics, transmission routes, and precaution protocols), clinical application items (40 points; A3-type multiple-choice questions presenting clinical case scenarios requiring cross-disciplinary synthesis and clinical judgment), and integrated case analysis items (30 points; case-based items requiring integration of microbiological knowledge, NCP (Nursing Care Plan) frameworks, and precaution decisions for complex patient scenarios). All responses were scored by the automated examination system, and a research assistant independently verified the scoring of all answer sheets against the system output; no discrepancies were detected.
Gain score
Time frame: At the end of the semester, approximately 12 weeks after course commencement
To index knowledge integration relative to each student's own starting point, a gain score was computed: examination score minus the mean of the two prerequisite course scores. Positive gain scores indicate performance above one's prerequisite baseline.
1 secondary outcome
Course feedback
Time frame: At the end of the semester, approximately 11 weeks after course commencement
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 8 Sep 2026.
- Individual participant dataSharing planned: No. The data are not publicly available due to ethical restrictions (student academic records; the ethics approval did not include public deposition).
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
An observational study of Evaluation of the Flipped Classroom Model in Infectious Disease Nursing Education, run by Shantou University Medical College at 1 site in China.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 8 Sep 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in China. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Final examination score (time frame: At the end of the semester, approximately 12 weeks after course commencement). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 8 Sep 2026.