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首页> 外文期刊>BMC Medical Education >Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study
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Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study

机译：在成人卫生护理课程中进行翻转课堂教学方法的学习成果：准实验研究

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AbstractBackgroundNew 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.
机译：抽象背景教学策略不仅要提升护士的能力，还必须允许护士应对当今社会的复杂保健需求。本研究的目的是探讨在护理计划中为期两年的学生学生的成人卫生护理课程中翻转课堂教学方法的学习结果。方法有一种准实验设计。在成人卫生护理课程中适用了一个18周的翻转课堂教学方法。总共有485名护理学生参加该研究，在实验组和198年在对照组中进行了287名。自我评估的核心竞争力规模，用于护理学生的元认知库存，自我导向学习准备规模和自我设计的学习满意问卷旨在评估学生的学习结果。结果实验组在整体评分中表现出统计上显着增加为自我评估的核心竞争力，“自我修改”审核学生元认知库存的子等，以及整体自我指导学习准备;此外，它们还表现出高水平的课程满意度.Conclusionsa翻了一番课堂教学方法对学生的学习动机产生了积极影响，并为成人卫生护理课程的更好学习成果做出了贡献。翻转的课堂与混合教学方法相结合，是一名注册护士（RN）的合适有效的学习策略，用于护理（BSN）计划中的科学学士，以解决今天在护理课程中的复杂革命，并可能加强护理学生的解决能力众多挑战。

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