Today, arterial blood gas (ABG) testing is widely used in various hospital departments to support diagnosing diseases and predicting patient conditions. However, interpreting the numerical results of this test, its complex concepts continue to pose challenges for nurses and physicians. Therefore, the use of innovative educational approaches can simplify the learning of ABG interpretation. Two educational approaches that have recently received attention are the Flipped classroom and Microlearning. To evaluate and compare these approaches, we will develop a comprehensive evaluation protocol based on Kirkpatrick’s model.

This study is a quasi-experimental design that will involve 188 undergraduate nurse anaesthesia students at Tehran University of Medical Sciences, randomly allocated to a flipped classroom or microlearning groups (94 per group). The intervention will consist of one session for all registered students and three sessions for each group with their own educational approach. Two sets of educational content, according to each approach method, will be developed based on a needs assessment and will be shared via secure social media. The flipped classroom group will receive pre-session materials, followed by in-person classes. The microlearning group will engage in in-person sessions supported by micro videos, podcasts and micro games delivered via Telegram. Effectiveness will be evaluated by using Kirkpatrick’s four-level model. 1 week after the intervention concludes, participants will be invited to a meeting to complete the Training Satisfaction Rating scale (Level 1, Reaction). We will use a pre-test and a post-test for evaluating Level 2 (Learning). Level 3 (Behaviour) will be evaluated through observations of ABG interpretation at internship sites. Level 4 (Results) will be evaluated via semi-structured interviews with specialists and colleagues. Data will be analysed blind; normality will be assessed (Kolmogorov-Smirnov test), and appropriate statistical tests (t-tests, ANCOVA, ² or Fisher’s exact) will be applied.

This study received permission and ethical approval from Tehran University of Medical Sciences (IR.TUMS.SPH.REC.1404.08). Since the study is not clinical, obtaining a trial registration number is not required under Iranian research policy, and an ethical approval alone is sufficient. Informed consent will be obtained before participants are enrolled. The study’s results will ultimately be submitted as a research paper to a peer-reviewed journal.