Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, Division of Nursing, Chang Gung Memorial Hospital, Linkou Branch, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303, Taiwan (R.O.C.).
Department of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303, Taiwan (R.O.C.).
BMC Med Educ. 2020 Sep 18;20(1):317. doi: 10.1186/s12909-020-02240-z.
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.
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.
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.
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.
不仅要开发新的教学策略来提高护士的能力，还要让护士能够应对当今社会复杂的医疗保健需求。本研究旨在探讨翻转课堂教学法在两年制护理学士课程中成人健康护理课程中的学习成果。
该研究采用准实验设计。在成人健康护理课程中应用了为期 18 周的翻转课堂教学法。共有 485 名护理专业学生参加了这项研究，实验组 287 人，对照组 198 人。采用自我评估核心能力量表、护理学生元认知量表、自我导向学习准备量表和自编学习满意度问卷评估学生的学习成果。
实验组在自我评估核心能力的总分、护理学生元认知量表的“自我调整”分量表以及总体自我导向学习准备方面均有显著提高；此外，他们对课程也表现出很高的满意度。
翻转课堂教学法对学生的学习动机有积极影响，并有助于提高成人健康护理课程的学习成果。翻转课堂与混合教学方法相结合，是注册护士（RN）到护理学士（BSN）课程的一种合适且有效的学习策略，可应对当今护理课程的复杂变革，并提高护理学生应对众多挑战的能力。
