Implementation of the Flipped Classroom Combined with Problem-Based Learning in a Medical Nursing Course: A Quasi-Experimental Design.

Abstract

Medical Nursing is one of the most important core courses in nursing education, and the emergence of the flipped classroom has made up for the shortcomings of traditional teaching and improved the effectiveness of teaching. However, it is worth exploring how to maximize the effect of students' self-study before class while making full use of classroom teaching to promote the cultivation of students' abilities, so that the flipped classroom can have a maximal teaching effect. Therefore, this study explored the effect of a flipped-classroom teaching mode based on a small private online course (SPOC) combined with problem-based learning (PBL) in a course of Medical Nursing. Nursing undergraduates from the years 2018 (control group) and 2019 (experimental group), respectively, used the traditional lecture method and the flipped-classroom teaching mode based on a SPOC combined with PBL. The teaching effect was evaluated by teaching-mode-recognition evaluation, critical thinking measurement, and academic achievement. The scores of teaching-mode recognition evaluated by the students in the experimental group were higher than those in the control group in the following five aspects: "helping to improve learning interest" (p = 0.003), "helping to improve autonomous learning ability" (p = 0.002), "helping to improve communication and cooperation ability" (p < 0.001), "helping to cultivate clinical thinking" (p = 0.012), and "helping to promote self-perfection and sense of achievement" (p = 0.001). Compared with the control group, the score on the "analytical ability" dimension of the Critical Thinking Disposition Inventory in the experimental group was higher (p = 0.030). The excellent rates of the final theoretical examination (p = 0.046) and comprehensive case analysis (p = 0.046) in the experimental group were higher than those in the control group. The flipped-classroom teaching mode based on a SPOC combined with PBL can promote students' abilities of autonomous learning, communication and cooperation, and clinical and critical thinking; improves their academic performance; and is recognized and welcomed by them. However, to extend the flipped-classroom teaching model of a SPOC combined with PBL to other nursing education courses, more optimization and evaluation are required.