Meta-Analysis of Flipped Learning Effects in Nursing Education

Inhee Park and Yeonok Suh
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Inhee Park: Department of Nursing, Shinsung University, 1, Daehak-ro, Jeongmi-myeon, Dangjin-si 31801, Chungcheongnam-do, Korea
Yeonok Suh: School of Nursing, Soonchunhyang University, 31 Soonchunhyang 6th Rd, Dongnam-gu, Cheonan-si 31151, Chungcheongnam-do, Korea

IJERPH, 2021, vol. 18, issue 23, 1-15

Abstract: Background: 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. Methods: We selected 18 related studies that analyzed data using CMA (Comprehensive Meta-Analysis 2.2). Results: 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 I 2 = 90.7% (Q = 246.67, p < 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. Conclusion: Flipped learning can effectively improve nursing students’ clinical competence, critical thinking ability, self-direction, and learning satisfaction.

Keywords: clinical competence; self-directedness; critical thinking; satisfaction; meta-analysis (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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