The Flipped Classroom Model in Infectious Disease Nursing: Implementation and Assessment of Educational Effectiveness

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. Did the flipped classroom model produce higher final examination scores than traditional lectures after adjusting for students' prior academic achievement? 2. Did the flipped classroom model enhance students' self-reported course interest and engagement? 3. 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): 1. Completed weekly pre-class preparation modules (e.g., reviewing recorded lectures, reading assignments) before each session 2. Attended in-class sessions that emphasized student-led presentations and case-based group discussions 3. Completed a final written examination covering integrative Infectious Disease Nursing content 4. 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.

Inclusion Criteria: * documented grades in both prerequisite courses (Microbiology \& Immunology and Adults Nursing) AND * completion of the final examination Exclusion Criteria: * incomplete prerequisite records OR * withdrawal from the course