comparison of the flipped classroom versus demonstration education method on nasogastric tube insertion practical skill of nursing students

Background: the education of medical sciences requires a fundamental change to improve clinical decision-making capacities by using new teaching methods.objectives: the present study aimed to compare the effect of the flipped classroom (fc) with demonstration education (de) in the practical skill of nasogastric tube (ngt) insertion.methods: the present interventional study was conducted in a faculty of nursing for two sequence semesters. nursing students were selected by census sampling method and then randomly allocated to two groups, fc (19 and 17 participants) and de (18 and 19 participants). in the de method group, the ngt insertion was explained to the nursing students in the skill laboratory. then, in the fc group method, a week ago, the video and the written educational content related to the ngt insertion procedure were provided to the nursing students. in both groups, two sessions were provided for the nursing students to practice the ngt insertion procedure independently on the moulage. a comparison of the practical skill and satisfaction scores was done one week after intervention in both groups. the descriptive statistics, chi-square, fisher exact test, and mann whitney u test were applied using the spss software, version 24. a p-value less than 0.05 was considered statistically significant.results: the results of the statistical tests showed a non-significant difference between the two groups in terms of age, mean diploma score, gender, marital status, native status, and living in a dormitory. in the first semester, the practical skill score was non-significantly higher in the fc group [fc: 70.00 ± 2.16 vs. de: 68.94 ±1.62, p=0.105], but in the second semester, it was significant in the fc group [fc: 67.70 ± 5.65) vs. de: 61.00 ± 7.64, p=0.005]. the nursing students in the fc group had significantly higher satisfaction compared to the de group in both semesters [fc: 99.44 ±1.61 vs. de: 93.10 ±4.70, p<0.001 and fc: 94.11 ± 6.18 vs. de: 86.15 ± 6.31, p=0.001, respectively).conclusion: this study showed fc method can be used as a satisfactory and effective teaching approach in ngt insertion. so, it is recommended that educational managers consider it because of the high satisfaction of nursing students in clinical teaching.