Effectiveness of the flipped classroom on the development of self-directed learning in nursing education:a meta-analysis

Ya-Qian Liu; Yu-Feng Li; Meng-Jie Lei; Peng-Xi Liu; Julie Theobald; Li-Na Meng; Ting-Ting Liu; Chun-Mei Zhang; Chang-De Jin

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Effectiveness of the flipped classroom on the development of self-directed learning in nursing education:a meta-analysis

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Objectives:To examine the best practice evidence of the effectiveness of the flipped classroom (FC) as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources:The relevant randomized controlled trial (RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed,Embase,Web of Science,Cumulative Index to Nursing and Allied Health Literature (CINAHL),Cochrane Central Register of Controlled Trials (CENTRAL),Wanfang Data,China National Knowledge Infrastructure (CNKI),and Chinese Science and Technology Periodical Database (VIP) from inception to June 2017.Review methods:The data were independently assessed and extracted for eligibility by two reviewers.The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool.The self-directed learning scores(continuous outcomes)were analyzed by using the 95%confidence intervals (CIs) with the standard deviation average (SMD) or weighted mean difference (WMD).The heterogeneity was assessed using Cochran’s I2 statistic.Results:A total of 12 studies,which encompassed 1440 nursing students(intervention group=685,control group=755),were eligible for inclusion in this review.Of 12 included studies,the quality level of one included study was A and of the others was B.The pooled effect size showed that compared with traditional teaching models,the FC could improve nursing students’selfdirected learning skill,as measured by the Self-Directed Learning Readiness Scale (SDLRS),Self-Directed Learning Readiness Scale for Nursing Education(SDLRSNE),Self-Regulated Learning Scale (SRL),Autonomous Learning Competencies scale (ALC),and Competencies of Autonomous Learning of Nursing Students (CALNS).Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions:The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.

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来源
《护理前沿（英文）》 |2018年第4期|P.317-329|共13页
作者
Ya-Qian Liu; Yu-Feng Li; Meng-Jie Lei; Peng-Xi Liu; Julie Theobald; Li-Na Meng; Ting-Ting Liu; Chun-Mei Zhang; Chang-De Jin;
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作者单位

[1]Department of Graduate;

Tianjin University of Traditional Chinese Medicine;

Tianjin 301617;

China;

[1]Department of Graduate;

Tianjin University of Traditional Chinese Medicine;

Tianjin 301617;

China;

[1]Department of Graduate;

Tianjin University of Traditional Chinese Medicine;

Tianjin 301617;

China;

[2]Department of Nursing;

Tianjin University of Traditional Chinese Medicine;

Tianjin 301617;

China;

[2]Department of Nursing;

Tianjin University of Traditional Chinese Medicine;

Tianjin 301617;

China;

[1]Department of Graduate;

Tianjin University of Traditional Chinese Medicine;

Tianjin 301617;

China;

[1]Department of Graduate;

Tianjin University of Traditional Chinese Medicine;

Tianjin 301617;

China;

[2]Department of Nursing;

Tianjin University of Traditional Chinese Medicine;

Tianjin 301617;

China;

[2]Department of Nursing;

Tianjin University of Traditional Chinese Medicine;

Tianjin 301617;

China;

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原文格式 PDF
正文语种 CHI
中图分类医药、卫生;
关键词
flipped classroom; blended learning; reverse teaching; self-directed learning; self-learning ability; self-management; nursing education; meta-analysis;

机译：翻转课堂;混合学习;逆向教学;自主学习;自我学习能力;自我管理;护理教育;元分析;

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education:a meta-analysis

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