Abstract
BackgroundEvidence-based nursing (EBN) has been an important training mechanism for improving the quality of clinical care. At present, the pedagogy focuses on the application of e-learning and team-based learning to enhance learners’ engagement and learning effectiveness.ObjectivesThis study applied the flipped classroom approach to conduct evidence-based nursing (EBN) teaching. The aim of this study is to elevate the learning effectiveness of the flipped classroom group to the traditional teaching group in terms of knowledge and self-efficacy in practice.DesignA pretest-posttest nonequivalent control group with a quasi-experimental quantitative design.MethodsThe study recruited 151 nurses, of whom 75 were in the control group and 76 were in the experimental group. During the EBN course, the control group received training via traditional pedagogy while the experimental group engaged the flipped classroom approach. The learning effectiveness of EBN knowledge and self-efficacy in practice were evaluated across the three time points: pre-course, post-course, and one month after the course.ResultsIn both group the scores of the EBN knowledge and self-efficacy in practice improved after training. The scores of the experimental group increased significantly than in the control group. However, the scores declined in both groups one month after the course. Even so, the experimental group’s score of self-efficacy in practice was still higher than that of the control group.ConclusionThe implementation of the flipped classroom approach and team-based learning effectively enhanced the learners EBN knowledge accumulation and self-efficacy in practice. The research results can be used as an important reference for improving clinical nursing teaching quality.
Highlights
Evidence-based nursing (EBN)Medical personnel is encouraged to make clinical decisions with the best evidence available to provide patients with appropriate nursing care strategies [1,2,3]
In both group the scores of the EBN knowledge and self-efficacy in practice improved after training
The demographic data for the control group and the experimental group were examined via chi-square and two-tailed t-tests
Summary
Evidence-based nursing (EBN)Medical personnel is encouraged to make clinical decisions with the best evidence available to provide patients with appropriate nursing care strategies [1,2,3]. Evidence-based nursing (EBN) was devleoped on the basis of offering patient care with scientific methodolgy, which means systematic search of the literature and access to the best literature as the best evidence to support clinical decision making in clinical care [4] It consists of seven steps, which were identified as step (0) Cultivate a spirit of inquiry, step (1) Ask an answerable question via the PICOT (Problem, Intervention, Comparison, Outcome, Time) format, step (2) Acquire the best available evidence according to the questions, step (3) Appraise the evidence for its validity, step (4) Apply the strategy to your patients, step (5) Audit the performance of above procedures and step (6) Disseminate EBP results [5,6,7]. The pedagogy focuses on the application of e-learning and team-based learning to enhance learners’ engagement and learning effectiveness
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