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Background: Nursing students often find bioscience courses, such as pathophysiology, challenging. Utilizing Twitter to provide concise course content and answer students' questions before exams may be beneficial. The objective of this study was to determine if using Twitter can improve nursing students' academic performance and satisfaction with pathophysiology courses. Methods: A post-test, two-group quasi-experimental research design was employed in this study. It involved second-year Bachelor of Nursing students participating in a pathophysiology course at the College of Nursing, Sultan Qaboos University, in Muscat, Oman. Seventy-three second-year Bachelor of Nursing students participated in the pathophysiology course; 50 students opted to use Twitter, forming the experimental group, while the remaining 23, who chose not to use Twitter, formed the control group. We used Twitter to provide concise course content for the pathophysiology course and conduct one-hour question-and-answer sessions the night before exams. Academic performance was assessed through examination scores, and student satisfaction levels with Twitter was measured using five-point Likert scale questionnaires. Data were analyzed using Mann-Whitney and t-tests. Results: Although there was no significant difference in final exam scores between the experimental and control groups, survey results showed that students were generally satisfied with the incorporation of Twitter in the pathophysiology course, including the question-and-answer sessions. Conclusions: The findings suggest that Twitter can serve as a valuable tool for enhancing nursing student satisfaction with the pathophysiology course. [ABSTRACT FROM AUTHOR]

Background: Nursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students' performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course. Methods: A quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students' performance on the final examination and students' self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students' academic performance. Results: Our results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z = − 2.789, p <.005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course. Conclusion: Compared with the didactic lecture format, flipped classroom strategy improved Omani nursing students' performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education. [ABSTRACT FROM AUTHOR]