The Impact of Flipped Classrooms in Nurse Education: A Literature Review

Autor/inn/en	Lelean, Helen; Edwards, Frances
Titel	The Impact of Flipped Classrooms in Nurse Education: A Literature Review
Quelle	In: Waikato Journal of Education, 25 (2020) 1, S.145-157 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Flipped Classroom; Nursing Education; Nursing Students; Educational Research; Outcomes of Education; Retention (Psychology); Student Satisfaction; Learner Engagement; Skill Development; Electronic Learning; Active Learning; Individualized Instruction; Foreign Countries; Higher Education + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Pflegepädagogik; Bildungsforschung; Pädagogische Forschung; Lernleistung; Schulerfolg; Merkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Aktives Lernen; Individualisierender Unterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Flipped classroom pedagogy is increasingly being used in tertiary education including within nurse education programmes. This literature review aims to critically examine empirical published work (from 2012 to 2019) which reports of the impact of flipped classroom pedagogies on nursing students' learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach, this stress can be reduced. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01