Application of flipped classroom in the experiment teaching of emergency and critical care nursing

Abstract

Objective To explore the effects of flipped classroom on the experiment teaching of emergency and critical care nursing. Methods The nursing undergraduates in grade 2014 of Shandong University of Traditional Chinese Medicine were randomly divided into the experimental group and the control group. The traditional teaching model was used in the control group, while the experimental group adopted the flipped classroom teaching model. Students in the experimental group watch micro videos for preview before class, carry out review, discussion, answering, group exercise, guidance, displaying, communication and teacher commenting in class, and undergo summarizing and evaluation after class. The theoretical and operational test scores of the two groups were compared, and the evaluation data of the experimental group students on the effect of flipped classroom teaching model were collected. Results The theoretical scores and experimental scores of students in the experimental group were higher than those in the control group respectively [(82.51±5.03) vs. (77.36±5.48) and (94.35±3.16) vs. (88.02±4.27), respectively], and the differences were statistically significant (P=0.011, 0.000). A total of 92.1% of the students in the experimental group said they liked the teaching model, and 90.3% wanted to continue using the flipped classroom teaching mode. Conclusion The flipped classroom teaching model is highly regarded by the students, and the application of it is helpful to improve students' comprehensive performance. Key words: Flipped classroom; Emergency and critical care nursing; Application