Flipped classroom model versus conventional teaching method: effects on nursing students' self-directed learning readiness in a research methodology course.

Introduction: the effectiveness of the flipped classroom model (FCM) method for building self-directed learning readiness (SDLR) in a research methodology course has not yet been scientifically researched. This study aims to assess the effect of FCM on SDLR among Nigerian nursing students enrolled in a research methodology course. Methods: sixty-four 400-level nursing students from two government-owned universities in Southeast Nigeria were recruited for this quasi-experimental study. They were randomly divided into two groups, the experimental group, and the control group, and exposed to FCM and conventional teaching methods (CTM) throughout the months of April and July 2021. Before and after the intervention, the validated self-directed learning readiness scale (SDLRS) was used to gather data, and a structured questionnaire was used to collect demographic data. Results: the SDLR was high if the SDLRS mean score was ≥3.75. Pre-test results from SDLR showed overall scores of 3.99 ± 0.39 and 3.95 ± 0.35 for CTM and FCM, respectively, while post-test results showed overall scores of 3.84 ± 0.77 for CTM and 4.01 ± 0.81 for FCM. The mean scores between the pre-and post-tests were statistically different (p=0.030). Conclusion: the FCM had a positive effect on Nigerian nursing undergraduates' SDLR and should be encouraged as it provides a viable alternative to the traditional teaching method.

Self-directed learning readiness and learning achievements of a flipped classroom model approach in research methods class: A quasi-experimental study.

AIM: This study sought to assess how the flipped classroom model of instruction affected self-directed learning readiness and learning outcomes among Nigerian nursing students enrolled in a research method class. BACKGROUND: Although the effectiveness of the flipped classroom model of instruction has been thoroughly and scientifically investigated in several fields, its potential to promote self-directed learning readiness and learning outcomes in a research method class has not yet been investigated. DESIGN: A quasi-experimental design was employed. To achieve the study's objectives, two experiments were conducted: a pre-test and a post-test. METHODS: Participants were 64 400-level nursing undergraduates purposively recruited from two government-owned universities in Southeast Nigeria. The experimental group received a flipped classroom model of teaching methods, while the control group received traditional teaching methods (TTM) from April - July 2021. A validated self-directed learning readiness scale and multiple-choice questions derived from a research method course were used to gather data. A structured questionnaire was used to collect demographic data. Descriptive statistics of frequencies, percentages, means and standard deviations were applied to the collected data. A one-factor independent measure analysis of covariance (ANCOVA) and an independent sample t-test was employed to compare the pre-and post-test results of FCM and TTM students. RESULTS: Pre-test results from self-directed learning readiness showed overall scores of 3.99 ± 0.39 and 3.95 ± 0.35 for the traditional teaching method and flipped classroom model, respectively, while post-test results showed overall scores of 3.84 ± 077 for the traditional teaching method and 4.01 ± 0.81 for flipped classroom model. The difference in mean scores between the pre-and post-tests was statistically significant (p=0.030). Pre- (p=.001) and post- (p =.025) learning outcomes for the flipped classroom model were significantly higher than those for the traditional teaching method. CONCLUSION: The flipped classroom model of instruction had a positive impact on nursing students' readiness for self-directed learning and learning outcomes in the research course. Since the method demonstrated statistically significant benefits in both the development of self-learning abilities and learning achievements, the need to improve learning experiences through the flipped learning method should be promoted.

Prevalence of mental illness among adolescents (15-18 years) treated at Federal Neurospsychiatric Hospital, Enugu Nigeria, from 2004 to 2013.

PURPOSE: The aim of this study was to investigate the prevalence of mental illness among adolescents treated at Federal Neurospsychiatric Hospital, Enugu Nigeria. METHODS: A retrospective descriptive design was used to assess 1255 adolescents within the age of 15-18 years diagnosed with mental illness from 2004 to 2013. A proforma designed by the researchers was used to document information on prevalence, type, and relationship with age and gender. RESULTS: The prevalence of mental illness within the 10 year period was 9.9%. Schizophrenia spectrum and other psychotic disorders 869 (69.2%) were the commonest conditions recorded. Higher prevalence of mental illness was seen among males 752 (59.9%) compared to females 503 (40.1%). Schizophrenia spectrum and other psychotic disorders 384 (76.3%); depressive disorders 20 (4.0%) were more common among female adolescents while substance-related and addictive disorders 84(11.2%) and neurodevelopmental disorders 48(6.8%) were more common among male adolescents. The prevalence of mental illness increased with age, being highest at 18 years and lowest at 15 years while prevalence of drug induced psychosis was 90 (7.2%). CONCLUSIONS: The study highlights the need to focus on the mental health of adolescents by planning preventive programs and creating awareness on mental health promoting strategies, and to introduce child and adolescent psychiatric health services in the study setting.