The effects of the flipped classroom in teaching evidence based nursing: A quasi-experimental study

Abstract

BackgroundEvidence-based nursing (EBN) has been an important training mechanism for improving the quality of clinical care. At present, the pedagogy focuses on the application of e-learning and team-based learning to enhance learners’ engagement and learning effectiveness.ObjectivesThis study applied the flipped classroom approach to conduct evidence-based nursing (EBN) teaching. The aim of this study is to elevate the learning effectiveness of the flipped classroom group to the traditional teaching group in terms of knowledge and self-efficacy in practice.DesignA pretest-posttest nonequivalent control group with a quasi-experimental quantitative design.MethodsThe study recruited 151 nurses, of whom 75 were in the control group and 76 were in the experimental group. During the EBN course, the control group received training via traditional pedagogy while the experimental group engaged the flipped classroom approach. The learning effectiveness of EBN knowledge and self-efficacy in practice were evaluated across the three time points: pre-course, post-course, and one month after the course.ResultsIn both group the scores of the EBN knowledge and self-efficacy in practice improved after training. The scores of the experimental group increased significantly than in the control group. However, the scores declined in both groups one month after the course. Even so, the experimental group’s score of self-efficacy in practice was still higher than that of the control group.ConclusionThe implementation of the flipped classroom approach and team-based learning effectively enhanced the learners EBN knowledge accumulation and self-efficacy in practice. The research results can be used as an important reference for improving clinical nursing teaching quality.

The Effect of Flipped Classroom by Near Peer Education (FC by NPE) on Patient Safety Knowlege Retention in Nursing and Midwifery Students: A Solomon Four-Group Design

“…Therefore, the study ndings were compared with some investigations that had explored the NPE as well as the FCA alone. Accordingly, the study ndings were consistent with those by Kim [19,31,32]. However, these ndings were not in line with the study by Hatami-Rad et al and Samantha Son Hoysen et al (2014) in the NPE [33,34].…”

Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses

“…Prior to this, students gained self-learned knowledge through basic memory techniques and understanding. However, teachers who focus on guidance through innovative applications, analyses, evaluations, and the creation of higher-level experiences have found that students can learn to think at higher levels, which increases learning effectiveness [40][41][42]. In this study, the participants significantly improved their knowledge levels, skills, and self-efficacy based on follow-up evaluations after completing an EPB program.…”

Sala de aula invertida no ensino superior de saúde: uma revisão sistemática

“…Um estudo experimental com estudantes de enfermagem revelou que a utilização da sala de aula invertida, uma vez que pode combinar atividades online diversas e encontros presenciais, torna-se positiva em comparação ao ensino tradicional, uma vez que, os alunos que vivenciam a aprendizagem combinada apresentaram maior nível de conhecimento e satisfação estatisticamente significativos em relação à administração de habilidades e conhecimentos sobre o conteúdo explorado (Halasa et al, 2020). Tais resultados corroboram com estudos realizados em Taiwan e na Noruega em que apresentam resultados Research, Society andDevelopment, v. 10, n. 14, e434101422083, 2021 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v10i14.22083 significativamente positivos com relação a utilização da aprendizagem combinada (Chu et al, 2018;Roe et al, 2019).…”

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