The Hong Kong University School of Professional and Continuing Education Community College, 28, Wang Hoi Road, Kowloon Bay, Kowloon, the Hong Kong Special Administrative Region of China.
Nurse Educ Pract. 2023 Mar;68:103585. doi: 10.1016/j.nepr.2023.103585. Epub 2023 Feb 23.
To summarize the effect of the flipped classroom method (FCM) on student engagement in nursing education and provide the implications for future practice.
Technological advancement of learning approaches including flipped classroom has become increasingly popular in nursing education. However, no integrative review has been published that specially explore the behaviour engagement, cognitive engagement and emotional engagement of flipped classroom use in nursing education.
Population, Intervention, Comparison, Outcomes and Study (PICOS) strategies were implemented to investigate the literature from published peer-reviewed papers from 2013 to 2021 in CINAHL, MEDLINE and Web of Science.
The initial search identified 280 potentially relevant articles. After comprehensively reviewing the initial catchment using several analytical phases, 16 articles were considered for the final review. Most of articles targeted on undergraduate nursing students and were conducted in the USA and Australia. The review primarily identified positive learning outcomes among nursing students in term of student engagement. However, a few studies reported contrasting findings, possibly due to students are still dependent on traditional lecture-based classroom.
This review suggests that use of the FCM in nursing education could promote students' behavioral engagement and cognitive engagement but yield a mixed outcome in emotional engagement. This review contributed to our understanding of the effect of the flipped classroom method on student engagement in nursing education, the strategies for promoting student engagement in future flipped classroom practice and recommendation for future research on flipped classroom.
总结翻转课堂（FCM）对护理教育中学生参与度的影响，并为未来的实践提供启示。
包括翻转课堂在内的学习方法的技术进步在护理教育中越来越受欢迎。然而，尚未发表专门探讨翻转课堂在护理教育中使用的行为参与、认知参与和情感参与的综合评价。
采用人群、干预、比较、结局和研究（PICOS）策略，检索 2013 年至 2021 年 CINAHL、MEDLINE 和 Web of Science 中发表的同行评审文献。
初步搜索确定了 280 篇潜在相关文章。经过对初始捕获物进行几个分析阶段的全面审查，有 16 篇文章被认为是最终审查的对象。大多数文章针对的是本科护理学生，并且在美国和澳大利亚进行。该综述主要确定了护理学生在学生参与度方面的积极学习成果。然而，有几项研究报告了相反的结果，这可能是由于学生仍然依赖传统的基于讲座的课堂。
本综述表明，在护理教育中使用 FCM 可以促进学生的行为参与和认知参与，但在情感参与方面产生混合结果。本综述有助于我们了解翻转课堂对护理教育中学生参与度的影响，为未来翻转课堂实践中促进学生参与度的策略提供了启示，并为翻转课堂的未来研究提出了建议。
