Application of flipped classroom based on micro-lecture in the standardized training for new nurses

Abstract

Objective To explore the effects of the flipped classroom based on micro-lecture in the standardized training for new nurses. Methods A total of 65 new nurses in Shenzhen Hospital, Beijing University of Traditional Chinese Medicine who were recruited from July 2015 to July 2016 were selected and divided into observation group (n=32) and control group (n=33) by random number table method. The control group received the routine standard training, while the observation group received the flipped classroom based on micro-lecture in addition to the routine standard training. After training, the nurses' theoretical and clinical practise competence were analyzed and compared based on their performance in the Self-initiated Learning Ability Scale, Registered Nurses' Core Competence Assessment Scale and Satisfaction Questionnaire. Results After training, the nurses in the observation group achieved higher score in theory (82.68±8.85) , clinical practice (83.64±5.93) , self-initiated learning (112.32±8.62) , and nurses' core competence (162.23±17.96) than the control group with statistical significance (t=3.258, 6.679, 6.085, 3.808; P<0.01) . The satisfaction rate was 87.9% in the observation group and 65.6% in the control group with statistical significance (χ2=4.532, P=0.033) . Conclusions The application of the flipped classroom based on micro-lecture in the standardized training of new nurses can better improve the training efficacy, young nurses' comprehensive and core ability and their autonomous learning ability . Key words: Nurses; Standardized training; New nurses; Micro-lecture; Flipped classroom