Effect of the Application of Flipped Classroom on Technical Nursing Students' Academic Engagement and Knowledge Retention.

Background: Flipped classroom as a method of teaching is one of the recent innovative methods ofteaching where traditional classroom activities take place before class while class time is devoted todiscussion, problem-solving, and interaction among students. Flipped learning is a learner-centered andtechnology-driven approach. Objective: The study aimed to determine the effect of application of flippedclassroom on nursing students' academic engagement and knowledge retention. Setting: A quasiexperimentalstudy was conducted in the El Kabary Institute of Nursing, affiliated to the Ministry of Healthin Alexandria which provides a program graduating technical nurse; this program is covered in 5 years.Subjects: The study included all students enrolled in the fourth year in the first semester of the academicyear 2017-2018 (61students). Tools: Two tools were used for data collection. Tool I Technical NursingStudents' Knowledge test. Tool II: Student's Academic Engagement Scale. Results: The result of this studyrevealed that there was a statistical significant difference between students’ level of knowledge before andafter intervention and there was a high level of engagement after conducting the study Conclusion: Flippedclassroom strategy had a significant positive outcomes, including an increase in students' knowledge, anincrease in their academic achievement, an increase in their participation and interaction, and increasingcollaboration. Additionally, it found that students were more engaged in the flipped classroom than in thetraditional classroom. Recommendation: The study recommends that Flipped classroom strategy should beincorporated into the nursing curriculua at the Technical Institutes of Nursing and Internet services shouldbe provided to motivate the students becoming more academically engaged and develop innovative ideas.