Faculty of Nursing, Universidad de Cantabria, Spain.
Faculty of Nursing, Universidad de Cantabria, Spain; Nursing Research Group IDIVAL, Spain; Servicio Cántabro de Salud, Santander, Spain.
Int J Nurs Stud. 2022 Nov;135:104327. doi: 10.1016/j.ijnurstu.2022.104327. Epub 2022 Jul 21.
The flipped classroom is an active methodology that has been implemented for many years in the training of nursing students with multiple studies published on this subject to date.
This study sought to answer the question: is flipped classroom effective for improving nursing education?
A systematic review of systematic and integrative reviews focused on studies that applied flipped classroom in the teaching of nursing students.
Exhaustive literature searches were performed using five electronic databases: Medline, Cochrane, CINAHL Plus, Scopus and Web of Science.
In total, 670 studies were identified, published from 2010 until 2020. Data were collected by two reviewers following the predesigned extraction form. Quality was assessed with the modified AMSTAR scale. A narrative synthesis of the findings has been used to present the results.
15 reviews (9 integrative reviews and 6 systematic reviews) were selected, comprising 274 studies, and providing a sample of 34,608 students. Most of the studies were conducted in China and the United States. A great heterogeneity and a medium-low methodological quality were detected. In the pre-class stage, individual instruction of students through reviews of articles and textbooks or electronic books is highlighted. In class, group activities were most frequently used, including assignments, presentations, projects, or discussion of topics, and in the post-class stage, course evaluation and self-study. The post-class stage was only recorded in two of the systematic reviews selected. When comparing the flipped classroom with the traditional methodology, better results were obtained in performance (k = 122), competencies (k = 92) and satisfaction (k = 10).
The results suggest that the use of the flipped classroom in nursing education increases performance and is satisfactorily evaluated by both students and faculty. However, more studies are needed that meet methodological quality standards to consolidate the evidence.
翻转课堂是一种已经实施多年的主动教学方法，目前已有多项关于该主题的研究发表。
本研究旨在回答以下问题：翻转课堂是否有助于提高护理教育的效果？
对系统综述和综合综述进行系统回顾，重点关注在护理学生教学中应用翻转课堂的研究。
使用五个电子数据库（Medline、Cochrane、CINAHL Plus、Scopus 和 Web of Science）进行了全面的文献检索。
共识别出 670 项研究，发表时间为 2010 年至 2020 年。两位评审员按照预先设计的提取表格收集数据。使用改良的 AMSTAR 量表评估质量。使用叙述性综合方法呈现结果。
共选择了 15 项综述（9 项综合综述和 6 项系统综述），共纳入 274 项研究，涉及 34608 名学生。大多数研究在中国和美国进行。研究间存在很大的异质性和中低水平的方法学质量。在课前阶段，通过对文章和教科书或电子书籍的复习，突出了对学生的个别指导。在课堂上，最常使用小组活动，包括作业、演示、项目或讨论主题，在课后阶段，进行课程评估和自学。在选定的两项系统综述中仅记录了课后阶段。将翻转课堂与传统方法进行比较时，在表现（k=122）、能力（k=92）和满意度（k=10）方面均获得了更好的结果。
研究结果表明，在护理教育中使用翻转课堂可以提高表现，并且学生和教师都对其评价满意。然而，需要更多符合方法学质量标准的研究来巩固证据。
