Department of Epidemiology and Biostatistics, School of Public Health, Anhui Medical University, Hefei, Anhui, China.
Anhui Province Key Laboratory of Major Autoimmune Diseases, Hefei, Anhui, China.
PLoS One. 2020 Aug 27;15(8):e0237926. doi: 10.1371/journal.pone.0237926. eCollection 2020.
At present, current didactic teaching delivery method help nursing students apply theory to clinical situations in an inefficient way. The flipped classroom (FC), a novel teaching mode emphasizing self-study and critical thinking, has generated interest in nursing education in China. However, there are a gap in the literature and no consistent outcomes of current studies which compared FC and lecture-based learning (LBL), and no systematic review has comprehensively compared theoretical scores as an affected outcome in FC versus LBL modes.
In this review, we analyze flipped-learning nursing students' scores, and aim to assess the efficacy and provide a deeper understanding of the FC in nursing education. Following the inclusion criteria, articles were obtained by searching PubMed, Embase and Chinese data, including the China National Knowledge Infrastructure, Wanfang Data, and VIP database until 3 January 2020. Data were extracted from eligible articles and quality was assessed. A meta-analysis was then performed using a random effects model with a standardized mean value (SMD) and a 95% confidence interval (CI).32 studies were included after reviewing 2,439 citations. All studies were randomized controlled trials (RCTs). The FC theoretical knowledge scores in FC were significantly positively affected compared to those of the traditional classroom (SMD = 1.33, 95% CI: 1.02-1.64; P < 0.001). In addition, 23 studies reported skill scores, indicating significant difference between the FC mode and LBL mode (SMD = 1.58, 95%CI: 1.23-1.93; P < 0.001).
The results of this meta-analysis suggest that compared to the LBL teaching method, the FC mode dose significantly improve Chinese nursing students' theoretical scores. However, the problems of heterogeneity and publication bias in this study need to be remedied high-quality future studies.
目前，传统的教学方法在帮助护理学生将理论应用于临床实践方面效率低下。翻转课堂（FC）作为一种强调自学和批判性思维的新型教学模式，在中国护理教育中引起了关注。然而，文献中存在差距，目前的研究没有一致的结果比较 FC 和以授课为基础的学习（LBL），也没有系统评价全面比较 FC 和 LBL 模式下的理论分数作为受影响的结果。
在本综述中，我们分析了翻转学习护理学生的分数，旨在评估 FC 的效果，并提供对 FC 在护理教育中的深入理解。根据纳入标准，通过搜索 PubMed、Embase 和中文数据库（包括中国国家知识基础设施、万方数据和 VIP 数据库），从 2020 年 1 月 3 日起获取文章。从合格文章中提取数据并进行质量评估。然后使用随机效应模型和标准化均值（SMD）和 95%置信区间（CI）进行荟萃分析。经过 2439 次引用的回顾，共纳入 32 项研究。所有研究均为随机对照试验（RCT）。与传统课堂相比，FC 的理论知识分数明显受到正向影响（SMD=1.33，95%CI：1.02-1.64；P<0.001）。此外，23 项研究报告了技能分数，表明 FC 模式与 LBL 模式之间存在显著差异（SMD=1.58，95%CI：1.23-1.93；P<0.001）。
这项荟萃分析的结果表明，与 LBL 教学方法相比，FC 模式确实可以显著提高中国护理学生的理论分数。然而，本研究中存在异质性和发表偏倚的问题，需要高质量的未来研究加以纠正。
