The Effectiveness of Flipped Classroom and Jigsaw Teaching Methods on Nursing Students’ Comprehension of the Classroom Environment in Cardiopulmonary Resuscitation Training

Background and aims: Medical universities are shifting from traditional teaching to active, student-centered approaches. This study evaluated the effectiveness of the flipped classroom and jigsaw methods on nursing students’ understanding of the learning environment during cardiopulmonary resuscitation (CPR) training for COVID-19 patients. Methods: In this quasi-experimental study, 41 seventh-semester nursing students were randomly assigned to either a jigsaw (n = 20) or flipped (n = 21) classroom. Comprehension was assessed using Fraser’s questionnaire, and data were analyzed with SPSS through means, standard deviations, and independent t-tests. Results: The jigsaw classroom group achieved significantly higher average scores across various dimensions compared to the flipped classroom group. Specifically, the jigsaw group scored 27.35 ± 3.63, 26.75 ± 4.96, 22.60 ± 1.79, and 20.55 ± 2.93 for personalization, participation, innovation, and individualization, respectively, with an overall average of 180.20 ± 20.32. In contrast, the flipped classroom group scored lower at 24.67 ± 3.51, 23.38 ± 4.51, 20.48 ± 2.48, and 18.86 ± 2.39, with an overall average of 165.38 ± 19.38. Conclusion: This study emphasizes the significance of the learning environment in educational success, showing that student-centered strategies like the flipped classroom and jigsaw methods enhance learning, discussion, and communication skills. These approaches can effectively complement or replace traditional methods, particularly in teaching critical skills such as CPR for COVID-19 patients.