Betihavas Vasiliki, Bridgman Heather, Kornhaber Rachel, Cross Merylin
University of Sydney, Sydney Nursing School, Level A4. Room 7, 88 Mallett St M02, NSW 2006, Australia.
University of Tasmania, Faculty of Health, Centre for Rural Health, Locked Bag, 1322, Newnham Drive, Launceston, Tasmania 7250, Australia.
Nurse Educ Today. 2016 Mar;38:15-21. doi: 10.1016/j.nedt.2015.12.010. Epub 2015 Dec 22.
BACKGROUND: The flipped classroom has generated interest in higher education providing a student-centred approach to learning. This has the potential to engage nursing students in ways that address the needs of today's students and the complexity of contemporary healthcare. Calls for educational reform, particularly in healthcare programs such as nursing, highlight the need for students to problem-solve, reason and apply theory into practice. The drivers towards student-based learning have manifested in team, problem and case-based learning models. Though there has been a shift towards the flipped classroom, comparatively little is known about how it is used in nursing curricula. OBJECTIVES: The aims of this systematic review were to examine how the flipped classroom has been applied in nursing education and outcomes associated with this style of teaching. DATA SOURCES: Five databases were searched and resulted in the retrieval of 21 papers: PubMed, CINAHL, EMBASE, Scopus and ERIC. REVIEW METHODS: After screening for inclusion/exclusion criteria, each paper was evaluated using a critical appraisal tool. Data extraction and analysis were completed on all included studies. RESULTS: This systematic review screened 21 titles and abstracts resulting in nine included studies. All authors critically appraised the quality of the included studies. Five studies were identified and themes identified were: academic performance outcomes, and student satisfaction implementing the flipped classroom. CONCLUSIONS: Use of the flipped classroom in higher education nursing programmes yielded neutral or positive academic outcomes and mixed results for satisfaction. Engagement of students in the flipped classroom model was achieved when academics informed and rationalised the purpose of the flipped classroom model to students. However, no studies in this review identified the evaluation of the process of implementing the flipped classroom. Studies examining the process and ongoing evaluation and refinement of the flipped classroom in higher education nursing programmes are warranted.
背景：翻转课堂在高等教育中引发了关注，它提供了一种以学生为中心的学习方法。这有可能以满足当今学生需求和当代医疗保健复杂性的方式吸引护理专业学生。对教育改革的呼吁，特别是在护理等医疗保健项目中，凸显了学生解决问题、推理并将理论应用于实践的必要性。以学生为基础的学习驱动力体现在团队、问题和案例为基础的学习模式中。尽管已向翻转课堂转变，但对于其在护理课程中的使用情况相对知之甚少。 目的：本系统评价的目的是研究翻转课堂如何应用于护理教育以及与这种教学方式相关的结果。 数据来源：检索了五个数据库，共检索到21篇论文：PubMed、CINAHL、EMBASE、Scopus和ERIC。 综述方法：在筛选纳入/排除标准后，使用批判性评价工具对每篇论文进行评估。对所有纳入研究完成数据提取和分析。 结果：本系统评价筛选了21篇标题和摘要，最终纳入9项研究。所有作者都对纳入研究的质量进行了批判性评价。确定了五项研究，确定的主题为：学业成绩结果以及实施翻转课堂的学生满意度。 结论：在高等教育护理项目中使用翻转课堂产生了中性或积极的学业成果，满意度结果不一。当教师向学生说明并使翻转课堂模式的目的合理化时，学生参与了翻转课堂模式。然而，本综述中没有研究对翻转课堂的实施过程进行评估。有必要对高等教育护理项目中翻转课堂的过程以及持续评估和改进进行研究。
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