Application of microlecture-based flipped classroom in the health assessment course and its effects

Abstract

Objective To investigate the effects of microlecture-based flipped classroom in the health assessment course. Methods Nursing students in 2 classes were divided into the control (n=48) and experimental groups (n=48), receiving the traditional teaching mode and microlecture-based flipped classroom teaching mode, respectively. Self-Directed Learning ability, course examination scores, and teaching satisfaction were compared between two groups. Results No significant difference of self-directed learning ability was observed between the two groups before the course (P>0.05) , while the level of self-directed learning ability in experimental group (73.15±6.20) was significantly higher than that of the control group (55.88±7.17, t=-12.629, P=0.000) at the end of the course. The course examination scores of students in the study group (78±11) were significantly higher than those in the control group (69±13), (t=-3.751, P=0.000). Compared with students in the control group, students in the study group acquired significantly higher self-directed learning ability and satisfaction with teaching (P=0.000) . Conclusions The application of microlecture-based flipped classroom in the health assessment course dramatically promotes the self- learning ability and teaching effects of nursing students. Key words: Teaching; Microlecture; Flipped classroom; Health assessment