Abstract
BackgroundNew teaching strategies must be developed not only to enhance nurse’s competence but also to allow nurses to respond to the complex health care needs of today’s society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program.MethodsThe study had a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 in the experimental group and 198 in the control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students’ learning outcomes.ResultsThe experimental group showed a statistically significant increase in the overall scores for self-evaluated core competencies, the “self-modification” subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction.ConclusionsA flipped classroom teaching approach had a positive impact on student’s learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for a registered nurse (RN) to Bachelor of Science in Nursing (BSN) program to tackle today’s complex revolution in nursing curricula, and may enhance nursing students’ abilities to address numerous challenges.
Highlights
New teaching strategies must be developed to enhance nurse’s competence and to allow nurses to respond to the complex health care needs of today’s society
To minimize intervention “contamination” between experimental and control participants, the students from L campus belonged to the experimental group (EG) and those from C campus belonged to the control group (CG)
In terms of homogeneity between groups, there were no significant differences in age and gender but the EG scored significantly higher on one subscale of the Self-Evaluated Core Competencies Scale (SECC) and on two subscales, as well as on the mean overall score, of the Metacognitive Inventory for Nursing Students (MINS) in CG
Summary
New teaching strategies must be developed to enhance nurse’s competence and to allow nurses to respond to the complex health care needs of today’s society. Two-year RN-to-BSN program in Taiwan The universal goal of educating nursing professionals is to produce graduates who can meet patients’ needs and deliver safe, quality patient care. The Bachelor of Science in Nursing (BSN) degree program, which is offered through the university educational system (including universities, colleges, universities of technology, and technical colleges), is usually 4 years in duration and requires 12 years of prior education [6]. Both BSN and ADN graduates must pass professional and technical personnel examinations before becoming RNs. Both BSN and ADN graduates must pass professional and technical personnel examinations before becoming RNs These examinations are administered by the Examination Yuan. Regarding long-term career mobility, nurses with BSNs tend to have more options for professional development and advancement (such as administrative and leadership positions or various nursing specialties), skill-building, and cultural awareness, as well as obtain higher salaries [7]
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