Department of Nursing, Shinsung University, 1, Daehak-ro, Jeongmi-myeon, Dangjin-si 31801, Chungcheongnam-do, Korea.
School of Nursing, Soonchunhyang University, 31 Soonchunhyang 6th Rd, Dongnam-gu, Cheonan-si 31151, Chungcheongnam-do, Korea.
Int J Environ Res Public Health. 2021 Dec 5;18(23):12814. doi: 10.3390/ijerph182312814.
This study is a meta-analysis confirming the effect size of clinical competence, critical thinking ability, self-directedness, and learning satisfaction, the outcome variables of flipped learning applied to nursing education.
We selected 18 related studies that analyzed data using CMA (Comprehensive Meta-Analysis 2.2).
The effect size of the entire study was Hedges' g = 0.68 (95% CI = 0.43~0.92). The heterogeneity of the overall effect size was = 90.7% (Q = 246.67, < 0.001); critical thinking ability had an effect size of Hedges' g = 0.87, learning satisfaction of Hedges' g = 0.79, clinical competence of Hedges' g = 0.53, and self-directedness of Hedges' g = 0.37. The differences were statistically significant.
Flipped learning can effectively improve nursing students' clinical competence, critical thinking ability, self-direction, and learning satisfaction.
本研究是一项荟萃分析，证实了翻转学习应用于护理教育的结果变量（临床能力、批判性思维能力、自主学习能力和学习满意度）的效果大小。
我们选择了 18 项使用 CMA（Comprehensive Meta-Analysis 2.2）分析数据的相关研究。
整个研究的效果大小为 Hedges'g=0.68（95%CI=0.43~0.92）。整体效果大小的异质性为 =90.7%（Q=246.67， <0.001）；批判性思维能力的效果大小为 Hedges'g=0.87，学习满意度的效果大小为 Hedges'g=0.79，临床能力的效果大小为 Hedges'g=0.53，自主学习能力的效果大小为 Hedges'g=0.37。差异具有统计学意义。
翻转学习可以有效提高护理学生的临床能力、批判性思维能力、自主学习能力和学习满意度。
