Enhancing Anatomy Knowledge among First-Year Nursing Students Using a Flipped Classroom Approach: A Quasi-Experimental Study at the University of Kabianga

Anatomy forms the cornerstone of nursing education, yet many students struggle with retention and clinical application of anatomical concepts. This study evaluated the effectiveness of a flipped classroom approach using lecturer-generated YouTube videos shared via WhatsApp in improving anatomy knowledge among first-year Bachelor of Science in Nursing students at the University of Kabianga. A quasi-experimental one-group pretest-posttest design was conducted among 64 first-year nursing students. The intervention involved sharing weekly YouTube videos created by the lecturer through a class WhatsApp group. In-person sessions followed the regular teaching timetable and focused on clarifying concepts, group discussions, and application using anatomical models. Video content was created using micro-learning principles (under 10 minutes) and peer-reviewed for accuracy. Student engagement was tracked through WhatsApp responses and in-class quizzes. The intervention ran for 11 teaching weeks, excluding CAT 1 and CAT 2 weeks. A pretest was conducted during CAT 1 and a posttest during CAT 2. Paired t-tests were used for statistical analysis. The mean pretest score was 41.7%, which significantly improved to 66.7% in the posttest (t = 31.00, p