El-Banna Majeda M, Whitlow Malinda, McNelis Angela M
The George Washington University, School of Nursing, 45085 University Drive, Innovation Hall, Ashburn, VA 20147, USA.
The George Washington University, School of Nursing, 1919 Pennsylvania Ave, NW, Washington, DC 20006, USA.
Nurse Educ Today. 2017 Sep;56:41-46. doi: 10.1016/j.nedt.2017.06.003. Epub 2017 Jun 19.
The flipped classroom approach is based on shared responsibility for learning by students and teachers, and empowers students to take an active role in the learning process. While utilization of this approach has resulted in higher exam scores compared to traditional approaches in prior studies, the flipped classroom has not included learners in Accelerated Bachelor of Science in Nursing (ABSN) programs.
To examine differences on exam scores and satisfaction of teaching between a 3-week flipped and traditional classroom approach.
Mixed methods, crossover repeated measures design.
Private school of nursing located in the eastern United States.
76 ABSN students.
Two separate sections of a Pharmacology course received either 3-weeks of flipped or traditional classroom during Period 1, then switched approaches during Period 2. Two exam scores measuring knowledge and a questionnaire assessing satisfaction of teaching were collected. Focus groups were conducted to learn about students' experience in the flipped classroom. Descriptive statistics, Wilcoxon rank sum test, and stepwise linear mixed model were used to analyze quantitative data. Focus group data were transcribed, coded, and categorized in themes.
Students in the flipped classroom achieved significantly higher scores on the first Pharmacology exam than students in the traditional classroom, but there was no significant difference on the second exam. Three themes emerged from focus groups on student perception of integrating the flipped approach: don't fix what isn't broken; treat me as an adult; and remember the work is overwhelming.
Both traditional and flipped classroom approaches successfully prepared students for the Pharmacology exams. While results support the use of the flipped approach, judicious use of this instructional pedagogy with dense or difficult content, particularly in accelerated programs, is recommended. Instructors should also provide students with enough information and rationale for using the flipped classroom approach.
翻转课堂教学法基于学生和教师对学习的共同责任，使学生能够在学习过程中发挥积极作用。虽然在之前的研究中，与传统教学法相比，采用这种教学法的学生考试成绩更高，但翻转课堂尚未应用于护理学理学学士速成班（ABSN）的学生。
研究为期3周的翻转课堂教学法与传统课堂教学法在考试成绩和教学满意度上的差异。
混合方法、交叉重复测量设计。
位于美国东部的一所私立护理学校。
76名ABSN学生。
药理学课程的两个不同班级在第1阶段分别接受为期3周的翻转课堂教学或传统课堂教学，然后在第2阶段交换教学方法。收集了两份衡量知识掌握程度的考试成绩以及一份评估教学满意度的问卷。进行焦点小组讨论以了解学生在翻转课堂中的体验。使用描述性统计、威尔科克森秩和检验以及逐步线性混合模型分析定量数据。焦点小组的数据被转录、编码并按主题分类。
翻转课堂的学生在第一次药理学考试中的成绩显著高于传统课堂的学生，但在第二次考试中没有显著差异。焦点小组关于学生对整合翻转教学法的看法出现了三个主题：不要对没坏的东西修修补补；把我当成成年人对待；记住学习任务繁重。
传统课堂教学法和翻转课堂教学法都成功地帮助学生为药理学考试做好了准备。虽然结果支持使用翻转教学法，但建议在教授密集或困难的内容时，尤其是在速成课程中，明智地使用这种教学方法。教师还应向学生提供足够的信息以及使用翻转课堂教学法的理由。
