University of Murcia, Department of Nursing, Faculty of Nursing, Spain.
University of Murcia, Department of Sociosanitary Care, Faculty of Social and Health Sciences, Spain.
Nurse Educ Today. 2023 Sep;128:105878. doi: 10.1016/j.nedt.2023.105878. Epub 2023 Jun 18.
International organizations recognize the importance of evidence-based practice (EBP) for nurses. The objective of teaching EBP in the Nursing degree is to train future nurses on this subject. Different teaching models exist for this, from less active traditional models to more active ones such as the flipped classroom.
To compare the degree of EBP competence of undergraduate nursing students after an EBP course, through the application of a traditional methodology versus a flipped classroom methodology.
Quasi-experimental study of non-equivalent groups.
The study was composed by a group of students who received training on EBP with the traditional model (face-to-face), and another intervention group with whom the flipped classroom model was utilized, using the online teaching platform EBP-eToolkit.
The study was conducted with 4th-year Nursing degree students enrolled in the course evidence-based practice, in academic years 2019/20 and 2021/2022.
Before and after the course, the students completed a questionnaire about EBP competence (EBP-COQ), and an objective test was given at the end of the year.
A sample of 152 students in the face-to-face group (control), and 143 students in the flipped classroom group (intervention) participated. The intervention group significantly improved its competence on attitude (p = 0.01, η = 0.022), skills (p = 0.019, η = 0.018), and global competence in EBP (p = 0.003, η = 0.030), with respect to those who were taught using the traditional method. However, there were no significant differences in the impact on knowledge, neither through the self-report dimension of the EBP-COQ (p = 0.188) nor the final test score, control group 6.89 (SD: 1.35) and flipped classroom group 7.12 (SD: 1.53) (p = 0.206).
The flipped classroom model is adequate for the teaching of EBP to undergraduate nursing students. It produced a slight increase in attitude, as well as in skills and global competence in EBP. Nevertheless, this increase was not significantly different from face-to-face learning in terms of impact on EBP knowledge.
国际组织认识到循证实践（EBP）对护士的重要性。在护理学位中教授 EBP 的目的是就此主题培训未来的护士。为此存在不同的教学模式，从较不活跃的传统模式到更活跃的模式，如翻转课堂。
通过应用传统方法与翻转课堂方法，比较接受 EBP 课程后本科护理学生的 EBP 能力程度。
非等同组的准实验研究。
该研究由一组接受传统模式（面对面）EBP 培训的学生和另一组接受翻转课堂模式（使用在线教学平台 EBP-eToolkit）的干预组组成。
该研究在 2019/20 和 2021/2022 学年，对 4 年级护理学位学生进行了循证实践课程的研究。
在课程前后，学生完成了一份关于 EBP 能力的问卷（EBP-COQ），并在学年结束时进行了客观测试。
面对面组（对照组）有 152 名学生和翻转课堂组（干预组）有 143 名学生参加。干预组在态度（p=0.01，η=0.022）、技能（p=0.019，η=0.018）和 EBP 综合能力方面的能力显著提高，与使用传统方法教授的学生相比。然而，在知识方面的影响没有差异，无论是通过 EBP-COQ 的自我报告维度（p=0.188）还是期末考试成绩（对照组 6.89（SD：1.35）和翻转课堂组 7.12（SD：1.53）（p=0.206））。
翻转课堂模式适合本科护理学生的 EBP 教学。它在态度、技能和 EBP 综合能力方面产生了轻微的提高。然而，与面对面学习相比，这种提高在 EBP 知识方面没有显著差异。
