Wang Ying, Wang Gai-Jing, Yan Li-Jing, Gao Jing, Fu Cong, Ren Hai-Mei
Department of Integrated Traditional Chinese and Western Medicine, Affiliated Hospital of Hebei University, Baoding City, 071000, China.
Department of Gynecology, Affiliated Hospital of Hebei University, Baoding City, 071000, China.
BMC Med Educ. 2024 Dec 18;24(1):1460. doi: 10.1186/s12909-024-06426-7.
To assess undergraduate nursing students' understanding of the flipped classroom model, facilitate its integration into nursing education, and support its implementation and reform.
The in-depth interview method of phenomenological research was used to interview 10 undergraduate nursing students during their course on 15 January 2024 in the classroom. The Colaizzi analysis method was employed for the data analysis.
Students' cognition of the flipped classroom model highlights three main aspects: limitations of traditional education, improved understanding of the flipped classroom despite its infrequent use in higher education, and its potential benefits, including increased learning interest, better learning outcomes, enhanced language skills, improved nursing research abilities, and stronger emotional connections between teachers and students. Challenges include increased workload, low self-discipline in self-directed learning, classroom time inefficiencies, and difficulty replacing traditional teacher-led instruction. The cognition of the flipped classroom among undergraduate nursing students can be summarised into three aspects: the restraints posed by traditional education models; the improvement in students' understanding of the flipped classroom model - although its usage in college education is still rare; and the model's potential to enhance learning interest, improve learning outcomes, foster language skills, enhance nursing research capabilities, and increase emotional interaction between teachers and students. However, several challenges persist, such as increased learning burdens, low student self-discipline in self-directed learning, substantial time wastage in class, and the difficulty of substituting traditional teacher-led instructions.
The ongoing updates in educational models suggest that the flipped classroom model is conducive to improving learning outcomes and promoting the effective integration of theory and practice. However, further enhancements to this model are needed as it continues to be applied.
评估本科护理专业学生对翻转课堂模式的理解，促进其融入护理教育，并支持其实施与改革。
采用现象学研究的深度访谈法，于2024年1月15日在课堂上对10名本科护理专业学生进行访谈。数据分析采用Colaizzi分析法。
学生对翻转课堂模式的认知主要体现在三个方面：传统教育的局限性；尽管高等教育中较少使用，但对翻转课堂的理解有所提升；其潜在益处，包括学习兴趣增加、学习效果更好、语言技能提高、护理研究能力提升以及师生情感联系增强。挑战包括工作量增加、自主学习中自律性差、课堂时间效率低下以及难以取代传统的教师主导教学。本科护理专业学生对翻转课堂的认知可归纳为三个方面：传统教育模式带来的限制；学生对翻转课堂模式理解的提升——尽管其在大学教育中的应用仍很少见；该模式在增强学习兴趣、提高学习效果、培养语言技能、提升护理研究能力以及增加师生情感互动方面的潜力。然而，仍存在一些挑战，如学习负担加重、学生在自主学习中的自律性差、课堂大量时间浪费以及难以替代传统的教师主导教学。
教育模式的不断更新表明，翻转课堂模式有利于提高学习效果，促进理论与实践的有效融合。然而，在该模式持续应用过程中仍需进一步完善。
