Flipped classroom improves nursing students’ theoretical learning in China: A meta-analysis

Bao-Zhu Li, Nv-Wei Cao, Chun-Xia Ren, Xiu-Jie Chu, Hao-Yue Zhou and Biao Guo

PLOS ONE, 2020, vol. 15, issue 8, 1-17

Abstract: Objective: At present, current didactic teaching delivery method help nursing students apply theory to clinical situations in an inefficient way. The flipped classroom (FC), a novel teaching mode emphasizing self-study and critical thinking, has generated interest in nursing education in China. However, there are a gap in the literature and no consistent outcomes of current studies which compared FC and lecture-based learning (LBL), and no systematic review has comprehensively compared theoretical scores as an affected outcome in FC versus LBL modes. Methods: In this review, we analyze flipped-learning nursing students’ scores, and aim to assess the efficacy and provide a deeper understanding of the FC in nursing education. Following the inclusion criteria, articles were obtained by searching PubMed, Embase and Chinese data, including the China National Knowledge Infrastructure, Wanfang Data, and VIP database until 3 January 2020. Data were extracted from eligible articles and quality was assessed. A meta-analysis was then performed using a random effects model with a standardized mean value (SMD) and a 95% confidence interval (CI).32 studies were included after reviewing 2,439 citations. All studies were randomized controlled trials (RCTs). The FC theoretical knowledge scores in FC were significantly positively affected compared to those of the traditional classroom (SMD = 1.33, 95% CI: 1.02–1.64; P

Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0237926

DOI: 10.1371/journal.pone.0237926

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