Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis

Cui Tan , Wei-Gang Yue , Yu Fu
{"title":"Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis","authors":"Cui Tan ,&nbsp;Wei-Gang Yue ,&nbsp;Yu Fu","doi":"10.1016/j.cnre.2017.10.006","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>The flipped classroom has generated considerable interest in nursing education in the last few years, especially in higher education in China. However, research to date has been insufficient to confirm the effectiveness of the flipped classroom approach. Since most of the Chinese studies are published in Chinese journals, they may not be easily accessible to international researchers. Therefore, this meta-analysis aimed to review the effectiveness of a flipped classroom in nursing education both in English and Chinese databases.</p></div><div><h3>Objective</h3><p>The aim of the present study was to identify the robust available evidence about the effectiveness of flipped classrooms in nursing education through a systematic review and meta-analysis.</p></div><div><h3>Methods</h3><p>A systematic search of English databases, including PubMed, EMBASE, Science Director, CINAHL and Google Scholar, and Chinese databases, including Chinese National Knowledge Infrastructure (CNKI), WanFang Data, VIP Information and Chinese Biomedical Literature (CMB), were conducted to identify peer-reviewed studies that met the inclusion criteria. Two reviewers independently performed study identification with Endnote X7 software and used Excel to extract data. The risk of bias in the included studies was assessed with Cochrane Collaboration's risk of bias tool, and a meta-analysis was conducted using RevMan 5.3 software following the guidelines proposed by PRISMA reporting standards with the protocol register No. CRD42016041826.</p></div><div><h3>Results</h3><p>A total of 29 studies were included in systematic review. There was a significant post-intervention improvement in academic performance both in knowledge with a pooled random-effects standardized mean difference of 1.13 and skills with a pooled random-effects standardized mean difference (SMD) of 1.68. Students' self-learning abilities were also improved with a pooled random-effects SMD of 1.51 compared with traditional lecture. In the subgroup analysis, we found that the effect sizes had high fidelity in terms of nursing degrees and research settings. There was a high rating of flipped classroom pedagogy from teaching evaluations, study satisfaction, study attitude and improvement in critical thinking and problem-solving skills.</p></div><div><h3>Conclusions</h3><p>These results indicated that a flipped classroom might help nursing students improve in knowledge, skills, attitudes, self-learning, study satisfaction, critical thinking and problem-solving skills. We recommend adopting this approach for nursing education reform. There is a call for robust empirical research and unification of appraisal standards for further support of the effectiveness of the flipped classroom. Furthermore, a meta-regression analysis is also recommended to explore the sources of heterogeneity in included studies.</p></div>","PeriodicalId":57172,"journal":{"name":"Frontiers of Nursing","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cnre.2017.10.006","citationCount":"109","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers of Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2095771817300993","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 109

Abstract

Background

The flipped classroom has generated considerable interest in nursing education in the last few years, especially in higher education in China. However, research to date has been insufficient to confirm the effectiveness of the flipped classroom approach. Since most of the Chinese studies are published in Chinese journals, they may not be easily accessible to international researchers. Therefore, this meta-analysis aimed to review the effectiveness of a flipped classroom in nursing education both in English and Chinese databases.

Objective

The aim of the present study was to identify the robust available evidence about the effectiveness of flipped classrooms in nursing education through a systematic review and meta-analysis.

Methods

A systematic search of English databases, including PubMed, EMBASE, Science Director, CINAHL and Google Scholar, and Chinese databases, including Chinese National Knowledge Infrastructure (CNKI), WanFang Data, VIP Information and Chinese Biomedical Literature (CMB), were conducted to identify peer-reviewed studies that met the inclusion criteria. Two reviewers independently performed study identification with Endnote X7 software and used Excel to extract data. The risk of bias in the included studies was assessed with Cochrane Collaboration's risk of bias tool, and a meta-analysis was conducted using RevMan 5.3 software following the guidelines proposed by PRISMA reporting standards with the protocol register No. CRD42016041826.

Results

A total of 29 studies were included in systematic review. There was a significant post-intervention improvement in academic performance both in knowledge with a pooled random-effects standardized mean difference of 1.13 and skills with a pooled random-effects standardized mean difference (SMD) of 1.68. Students' self-learning abilities were also improved with a pooled random-effects SMD of 1.51 compared with traditional lecture. In the subgroup analysis, we found that the effect sizes had high fidelity in terms of nursing degrees and research settings. There was a high rating of flipped classroom pedagogy from teaching evaluations, study satisfaction, study attitude and improvement in critical thinking and problem-solving skills.

Conclusions

These results indicated that a flipped classroom might help nursing students improve in knowledge, skills, attitudes, self-learning, study satisfaction, critical thinking and problem-solving skills. We recommend adopting this approach for nursing education reform. There is a call for robust empirical research and unification of appraisal standards for further support of the effectiveness of the flipped classroom. Furthermore, a meta-regression analysis is also recommended to explore the sources of heterogeneity in included studies.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
翻转课堂在护理教育中的效果:系统回顾与元分析
在过去的几年里,翻转课堂在护理教育中引起了相当大的兴趣,特别是在中国的高等教育中。然而,迄今为止的研究还不足以证实翻转课堂教学方法的有效性。由于大多数中国研究发表在中国期刊上,国际研究人员可能不容易获得。因此,本荟萃分析旨在回顾翻转课堂在护理教育中的有效性。目的本研究的目的是通过系统回顾和荟萃分析来确定翻转课堂在护理教育中的有效性。方法系统检索PubMed、EMBASE、Science Director、CINAHL、谷歌Scholar等英文数据库和中国知网(CNKI)、万方数据(WanFang Data)、维普信息(VIP Information)、中国生物医学文献(CMB)等中文数据库,筛选符合纳入标准的同行评审研究。两位审稿人独立使用Endnote X7软件进行研究鉴定,并使用Excel提取数据。纳入研究的偏倚风险采用Cochrane Collaboration的偏倚风险评估工具进行评估,采用RevMan 5.3软件按照PRISMA报告标准提出的指南进行meta分析,方案注册号为:CRD42016041826。结果系统评价共纳入29项研究。干预后,学生在知识和技能方面的学业成绩均有显著改善,知识和技能的随机效应标准化平均差异(SMD)分别为1.13和1.68。与传统授课相比,学生的自主学习能力也有所提高,随机效应的综合SMD为1.51。在亚组分析中,我们发现效应量在护理学位和研究设置方面具有很高的保真度。在教学评价、学习满意度、学习态度、批判性思维和解决问题能力的提高等方面,翻转课堂教学法得到了较高的评价。结论翻转课堂教学有助于护生在知识、技能、态度、自主学习、学习满意度、批判性思维和解决问题能力等方面的提高。我们建议在护理教育改革中采用这种方法。有必要进行强有力的实证研究和统一的评估标准,以进一步支持翻转课堂的有效性。此外,还建议采用元回归分析来探讨纳入研究的异质性来源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
自引率
0.00%
发文量
353
期刊最新文献
医院新型冠状病毒感染疑似病例标准化 转运流程的制定及应用 Leadership theory in clinical practice A study on clinical nursing research trends and hotspots based on bibliometric analysis Perceived health-related stigma among patients with breast cancer Cultural barriers lead to inequitable healthcare access for aboriginal Australians and Torres Strait Islanders
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1