An Assessment of the Impact of Flipped Classroom Methods on Nursing Students’ Understanding of Pharmacology in Federal University, Lafia
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Background of the Study
The flipped classroom model is an innovative pedagogical approach that has gained popularity in recent years, particularly in healthcare education. In a flipped classroom, traditional teaching methods are inverted, with students engaging with instructional content, such as lectures, before coming to class. Classroom time is then devoted to interactive activities, discussions, and problem-solving, allowing students to apply their knowledge in practical scenarios (Yusuf & Tunde, 2023). This model has been shown to enhance student engagement, foster deeper understanding, and improve learning outcomes in various educational settings, including nursing education.
In nursing education, pharmacology is a critical subject that requires not only the memorization of drug names and doses but also an understanding of their mechanisms of action, side effects, and clinical applications. Traditional methods of teaching pharmacology often rely heavily on lectures, which may not always foster active learning or critical thinking (Abubakar & Danladi, 2024). The flipped classroom approach offers an alternative that can better support nursing students in grasping the complex concepts of pharmacology by allowing them to learn at their own pace and engage in interactive discussions during class time (Adeyemi et al., 2023).
This study seeks to assess the impact of flipped classroom methods on nursing students’ understanding of pharmacology at Federal University, Lafia. By comparing the learning outcomes of students who have experienced flipped classroom teaching with those who have undergone traditional lecture-based instruction, this study aims to determine whether the flipped classroom method leads to improved understanding and retention of pharmacological concepts (Olawale & Kehinde, 2024).
Statement of the Problem
Pharmacology is an essential part of nursing education, but many nursing students struggle to understand the subject, often due to the traditional lecture-based teaching methods employed in many nursing schools. These methods may not engage students actively, and as a result, students may fail to develop a deep understanding of pharmacological concepts. The flipped classroom model, with its emphasis on active learning and student-centered teaching, offers a potential solution. However, there is limited research on the effectiveness of the flipped classroom approach in nursing education, particularly regarding its impact on students’ understanding of pharmacology. This study aims to fill this gap by assessing how the flipped classroom method impacts nursing students’ learning in pharmacology at Federal University, Lafia.
Objectives of the Study
1. To assess the impact of flipped classroom methods on nursing students’ understanding of pharmacology at Federal University, Lafia.
2. To compare the academic performance of nursing students taught using flipped classroom methods and traditional lecture-based methods in pharmacology.
3. To explore nursing students' perceptions of the flipped classroom model in learning pharmacology.
Research Questions
1. What is the impact of flipped classroom methods on nursing students’ understanding of pharmacology at Federal University, Lafia?
2. How does the academic performance of nursing students in pharmacology differ between flipped classroom methods and traditional lecture-based teaching methods?
3. What are nursing students' perceptions of the flipped classroom method in learning pharmacology?
Research Hypotheses
1. Nursing students taught using flipped classroom methods will demonstrate a better understanding of pharmacology compared to those taught using traditional methods.
2. Nursing students in the flipped classroom model will perform better academically in pharmacology than those in the traditional lecture-based model.
3. Nursing students will have a more positive perception of the flipped classroom model compared to traditional lecture-based teaching.
Scope and Limitations of the Study This study will focus on nursing students at Federal University, Lafia, enrolled in pharmacology courses. It will compare students’ understanding and performance in pharmacology after exposure to either the flipped classroom or traditional teaching methods. A limitation of the study is that it will not examine the long-term retention of pharmacological knowledge, as the study will focus on short-term academic performance.
Definitions of Terms
• Flipped Classroom: A teaching model where traditional lecture content is provided for self-study, and in-class time is dedicated to interactive learning activities (Yusuf & Tunde, 2023).
• Pharmacology: The branch of medicine and biology concerned with the study of drug action and the effects of drugs on living organisms (Adeyemi et al., 2023).
• Active Learning: A teaching method that engages students in the learning process through activities such as discussions, problem-solving, and collaborative work (Abubakar & Danladi, 2024).
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