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; Z&#xfc;mr&#xfc;t Ba&#x15f;bakkal

doi:10.1016/j.nedt.2026.107240

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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

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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.

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Humans Pain Management Students, Nursing Motivation Female Male Surveys and Questionnaires Pediatric Nursing Education, Nursing, Baccalaureate Education, Distance Curriculum Health Knowledge, Attitudes, Practice Flipped classroom Instructional motivation Nursing students Pediatric pain management Randomized controlled trial Journal Article Randomized Controlled Trial

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Mustafa Belli, Zümrüt Başbakkal. 2026-06-23. 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.. https://doi.org/10.1016/j.nedt.2026.107240

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Journal Article; Randomized Controlled Trial resource Curriculum subject Education, Distance subject Education, Nursing, Baccalaureate subject Female subject Flipped classroom subject Health Knowledge, Attitudes, Practice subject Humans subject Instructional motivation subject Journal Article subject Male subject Motivation subject Nursing students subject Pain Management subject Pediatric Nursing subject Pediatric pain management subject

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