Abstract
Background and aims: The educational framework in medical universities stresses a transition from traditional teaching methods to active, student-centered approaches. This study assessed the effectiveness of the flipped classroom and jigsaw methods on nursing students' understanding of the learning environment in the context of cardiopulmonary resuscitation (CPR) training for COVID-19 patients. Methods: This quasi-experimental study involved 41 seventh-semester nursing students learning cardiopulmonary resuscitation for COVID-19 patients, randomly assigned to a jigsaw class (20 students) and a flipped class (21 students). After instruction, students' comprehension was assessed using Fraser's questionnaire, which evaluates the university and faculty environment. Data were analyzed with SPSS, using mean, standard deviation, and independent t-tests at a significance level of 0.05. Results: Findings revealed that participants in the jigsaw classroom group achieved significantly higher average scores across several dimensions compared to the flipped classroom group. Specifically, the jigsaw group scored 27.35±3.63 for personalization, 26.75±4.96 for participation, 22.60±1.79 for innovation, and 20.55±2.93 for individualization, resulting in an overall average score of 180.20±20.32 for understanding the classroom environment. In contrast, the flipped classroom group had lower scores of 24.67±3.51 for personalization, 23.38±4.51 for participation, 20.48±2.48 for innovation, and 18.86±2.39 for individualization, leading to an overall average score of 165.38±19.38. Conclusion: This study highlights the importance of the learning environment in evaluating educational program success, demonstrating that student-centered and active pedagogical strategies, such as the flipped classroom and jigsaw methods which not only facilitate learning but also provide the opportunity for student discussions, improve communication, and teaching skills, significantly enhance higher education quality. These participatory approaches create a more effective learning environment and can complement or replace traditional teaching methods, particularly in critical skills like CPR for COVID-19 patients.