Abstract
ObjectiveAt present, current didactic teaching delivery method help nursing students apply theory to clinical situations in an inefficient way. The flipped classroom (FC), a novel teaching mode emphasizing self-study and critical thinking, has generated interest in nursing education in China. However, there are a gap in the literature and no consistent outcomes of current studies which compared FC and lecture-based learning (LBL), and no systematic review has comprehensively compared theoretical scores as an affected outcome in FC versus LBL modes.MethodsIn this review, we analyze flipped-learning nursing students’ scores, and aim to assess the efficacy and provide a deeper understanding of the FC in nursing education. Following the inclusion criteria, articles were obtained by searching PubMed, Embase and Chinese data, including the China National Knowledge Infrastructure, Wanfang Data, and VIP database until 3 January 2020. Data were extracted from eligible articles and quality was assessed. A meta-analysis was then performed using a random effects model with a standardized mean value (SMD) and a 95% confidence interval (CI).32 studies were included after reviewing 2,439 citations. All studies were randomized controlled trials (RCTs). The FC theoretical knowledge scores in FC were significantly positively affected compared to those of the traditional classroom (SMD = 1.33, 95% CI: 1.02–1.64; P < 0.001). In addition, 23 studies reported skill scores, indicating significant difference between the FC mode and LBL mode (SMD = 1.58, 95%CI: 1.23–1.93; P < 0.001).ConclusionsThe results of this meta-analysis suggest that compared to the LBL teaching method, the FC mode dose significantly improve Chinese nursing students’ theoretical scores. However, the problems of heterogeneity and publication bias in this study need to be remedied high-quality future studies.
Highlights
At present, nursing is taught mainly via the traditional teaching mode, which is teacher-centered
23 studies reported skill scores, indicating significant difference between the flipped classroom (FC) mode and lecture-based learning (LBL) mode (SMD = 1.58, 95%confidence interval (CI): 1.23–1.93; P < 0.001). The results of this meta-analysis suggest that compared to the LBL teaching method, the FC mode dose significantly improve Chinese nursing students’ theoretical scores
4) The experimental group received flipped teaching, consisting self-learning by video before class and problem-solving activities in class; 5) The control group received traditional lecture-based learning (LBL) method which was typically used in general classroom; 6) Objective-based assessment, such as theoretical knowledge test, was applied to evaluate students’ learning outcomes and quantitative theory score was taken as an outcome; 7) Published articles were in Chinese
Summary
At present, nursing is taught mainly via the traditional teaching mode, which is teacher-centered. Teachers often use a stand-and-deliver approach, in which students passively receive lesson-related information [1]. In China, teachers generally adopt this traditional teaching mode, which is a common didactic method, with course material delivered by book. Called lecture-based learning (LBL), this traditional teaching method has obvious shortcomings. Students passively receive knowledge during the teaching process, leading to their insufficient grasp of professional knowledge and a lack of enthusiasm for learning. The traditional mode helps students master practical skills in a short time, it cannot promote thinking and discussion among students toward the overarching goal of cultivating their abilities [2]. Exploring a new teaching mode to promote students’ acquisition of knowledge and skills has become an important current topic
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