Adamu et al. J Biomed & App Sci FUD (2025) 4:2
Keywords: Digital flipped classroom; Nursing education; Procedural learning; Cognitive outcomes; North-west Nigeria.
2026-01-05 DOI: JOBASFUD_2025_4_2_013
Background: The evolving landscape of nursing education demands innovative strategies that integrate technology to enhance learners’ cognitive and procedural competencies. The digital flipped classroom model (DFCM) offers a learner-centred approach that combines pre-class digital learning with active, practical engagement during classroom sessions. Objective: This study examined the effect of a DFCM on nursing students’ knowledge and procedural performance in selected nursing procedures at higher educational institutions in North-west Nigeria. Methods: A quasi-experimental study with pre- and post-intervention assessments was carried out among 210 pre-test and 178 post-test nursing students from Ahmadu Bello University, Zaria, and Bayero University, Kano. Structured questionnaires and performance checklists were utilised to evaluate knowledge and skill acquisition. Pre- and post-test assessments were conducted using the Knowledge Assessment Questionnaire (KAQ) and Procedural Performance Checklist (PPC), with reliability indices of α = 0.87 and α = 0.91, respectively. Data were analyzed using paired t-tests and Chi-square tests to compare pre- and post-intervention results. Cognitive knowledge improved significantly from a mean of 1.95 to 2.65, t(208) = 13.21, p < .001, while procedural performance increased from 1.45 to 2.88, t(177) = 18.40, p < .001. These results demonstrate that the DFCM enhanced both theoretical knowledge and practical skills, highlighting its potential for resource-limited nursing education contexts. Students demonstrated higher engagement, self-directed learning, and retention of nursing procedures. Conclusion: It was concluded that the digital flipped classroom model effectively enhances both cognitive and procedural learning outcomes among nursing students, promoting a deeper understanding and practical competence essential for quality nursing practice.