Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study

Abstract

Background: New 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. Methods: The 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. Results: The 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. Conclusions: A 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. © 2020 The Author(s).

Keywords

Author Keywords

Flipped Classroom Adult-health nursing Bachelor of science in nursing

Index Keywords

Teaching learning adult human nursing student questionnaire Humans Students, Nursing Surveys and Questionnaires curriculum Problem based learning Problem-Based Learning

Author Affiliations

Department of Nursing, Chang Gung University Of Science and Technology, Taoyuan, Taiwan

Department of Nursing, National Taichung University of Science and Technology, Taichung, Taiwan

Institute of Nursing and Department of Nursing, Chang Gung University Of Science and Technology, Taoyuan, Taiwan

Funding & Acknowledgements

Ministry of Science and Technology, Taiwan, MOST

Grant: 104–2511-S-255-002

This work was supported by the Ministry of Science and Technology [MOST 104–2511-S-255-002]. This research was also supported by a grant from the Administration Center of the Medical Research Department, Chang Gung Memorial Hospital, Taiwan (BMRPB80), which was awarded to the first author and corresponding author.

Ministry of Science and Technology, Taiwan, MOST

This work was supported by the Ministry of Science and Technology [MOST 104–2511-S-255-002]. This research was also supported by a grant from the Administration Center of the Medical Research Department, Chang Gung Memorial Hospital, Taiwan (BMRPB80), which was awarded to the first author and corresponding author.

Chang Gung Memorial Hospital, Linkou

Grant: BMRPB80

This work was supported by the Ministry of Science and Technology [MOST 104–2511-S-255-002]. This research was also supported by a grant from the Administration Center of the Medical Research Department, Chang Gung Memorial Hospital, Taiwan (BMRPB80), which was awarded to the first author and corresponding author.

Chang Gung Memorial Hospital, Linkou

This work was supported by the Ministry of Science and Technology [MOST 104–2511-S-255-002]. This research was also supported by a grant from the Administration Center of the Medical Research Department, Chang Gung Memorial Hospital, Taiwan (BMRPB80), which was awarded to the first author and corresponding author.

Ministerio de Ciencia y Tecnología, MICYT

This work was supported by the Ministry of Science and Technology [MOST 104–2511-S-255-002]. This research was also supported by a grant from the Administration Center of the Medical Research Department, Chang Gung Memorial Hospital, Taiwan (BMRPB80), which was awarded to the first author and corresponding author.

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Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study

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