Abstract
Objective To explore the effectiveness of flipped classroom teaching mode in the course of Introduction to Nursing. Methods Two classes of nursing students in grade 2014 were randomly assigned to the experimental group (n=34) and the control group (n=32) by lottery. Flipped classroom teaching mode and traditional teaching were used in the experimental group and the control group respectively. The final exam score, learning attitude, autonomous learning ability and critical thinking ability were compared between the two groups after the course. Results The final exam score of the experimental group was significantly higher than the control group (t=2.53, P < 0.05). Besides, the learning attitude (t=4.25, P < 0.01), autonomous learning ability (t=11.45, P < 0.01) and critical thinking ability (t=2.53, P < 0.05) were significantly higher than those of the control group and also improved significantly compared with the pre-teaching. Conclusion Flipped classroom teaching mode can effectively improve students' final exam score, learning attitude, autonomous learning ability and critical thinking ability. Key words: Teaching; Constructivism; Flipped classroom; Introduction to Nursing
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