Effects of flipped classroom combined with PBL teaching mode on the self-learning abilities of nursing students

Abstract

Objective To explore the effects of flipped classroom combined with problem-based learning (PBL) teaching mode on the self-learning ability in nursing students. Methods From September 2015 to June 2016, students from 6 classes of nursing major of Grade 2013 in Kangda College of Nanjing Medical University were selected by convenience sampling method. Class 1 to 3 were assigned as the experimental group, and Class 4 to 6 were assigned as the control group. In the control group, traditional teaching mode was applied, while in the experimental group, flipped classroom combined with PBL teaching mode was adopted. The self-learning ability was compared between the two groups. Results After intervention, the self-efficacy, learning control, the total score of motivation subscale, learning help, learning planning, learning summary, learning management and the total score of the strategy subscale of the experimental group were all higher than those of the control group, and the differences were statistically significant (P<0.05) . Conclusions The flipped classroom combined with PBL mode can improve students' self-learning ability, which is worthy of promotion. Key words: Students, nursing; Flipped classroom; Problem-based learning; Self-learning