A Comparison of Teaching Methods for a Baccalaureate Nursing Health Assessment Course

Abstract

New teaching methods are designed and implemented to ensure student success and application of knowledge. One of these designs is the flipped classroom. Nursing programs are also integrating technology, including simulation, into nursing education in order to enhance student engagement. Although several research studies support flipped classroom methodology, no studies have compared traditional and flipped classroom teaching methods, as well as the use of a technology-enhanced classroom, in a baccalaureate nursing health assessment course. The purpose of this study was to compare learning outcomes and student satisfaction in an undergraduate health assessment course across three teaching methods: traditional lecture, flipped classroom, and a technology-enhanced interactive flipped classroom. All three methods incorporated virtual patient simulation. Using a quasi-experimental design, formative and summative assignment grades were compared. Student course evaluations were compared to assess satisfaction with each teaching method. Significant differences in mean grades were found in 12 of the 23 assignments. The technology-enhanced interactive flipped classroom section outperformed the traditional and flipped classroom sections on most of these assessments. Only one difference was noted in student satisfaction. The results showed that a technology-enhanced interactive flipped classroom design supported student learning. A longitudinal analysis of student performance is recommended.

Design and evaluation of blended teaching in the smart classroom combined with virtual simulation training in basic nursing courses

“…Game-like operation modes also increase learning fun, more deeply immerse students, and increase levels of student satisfaction. An active classroom atmosphere helps to improve students’ concentration and expressiveness, assisting them in the transition from passive to active learning [ 39 , 40 ].…”

Practical effect of different teaching modes in teaching gastrointestinal surgery nursing

“…And formulate relevant treatment plans; (2) In the hospital skills training center, each group of students will perform necessary skills such as cardiopulmonary resuscitation, endotracheal intubation, oxygen inhalation, sputum aspiration and intravenous infusion according to the plan formulated by their own, and complete the treatment by using defibrillator, monitor and other equipment. The patient's recovery team is treated successfully, otherwise it fails; and (3) Finally, the indications, contraindications and operation points of relevant skills and operation are explained, and the nursing teacher will make corrections and comments[ 9 ].…”

CRISP method with flipped classroom approach in ECG teaching of arrhythmia for trainee nurses: a randomized controlled study

“…LBL thus may not be effective for nurses' ECG teaching. The flipped classroom approach is a relatively new teaching model that readjusts the time inside and outside the classroom and transfers the leading role from teachers to students [8][9][10]. It has the potential to maximize the use of classroom time for promoting the application of knowledge, which meets the specific demands of ECG teaching.…”