Hamdoni Pangandaman 
1, Nursidar Mukattil2 , Joy Hope Lambayong3 , Marwida Abdulhan2 , Raniza Hayudini2 , Mardalyne Salve2 , Iman Matumadi4 , Samiel Macalaba4 , Ronald Kadil5 , Abolbashar Mangontawar4
1, Nursidar Mukattil2 , Joy Hope Lambayong3 , Marwida Abdulhan2 , Raniza Hayudini2 , Mardalyne Salve2 , Iman Matumadi4 , Samiel Macalaba4 , Ronald Kadil5 , Abolbashar Mangontawar4
1- Mindanao State University, Main Campus, Marawi City, Lanao Del Sur, 9700, Philippines , hamdoni.pangandaman@msumain.edu.ph
2- Mindanao State University, Sulu Campus, Jolo, Sulu, 7400, Philippines
3- Christian University of Thailand, Khlong Chinda, Nakhon Pathom, 73000, Thailand
4- Mindanao State University, Main Campus, Marawi City, Lanao Del Sur, 9700, Philippines
5- Cotabato Regional and Medical Center, Sinsuat Avenue, Cotabato City, 9600, Philippines
2- Mindanao State University, Sulu Campus, Jolo, Sulu, 7400, Philippines
3- Christian University of Thailand, Khlong Chinda, Nakhon Pathom, 73000, Thailand
4- Mindanao State University, Main Campus, Marawi City, Lanao Del Sur, 9700, Philippines
5- Cotabato Regional and Medical Center, Sinsuat Avenue, Cotabato City, 9600, Philippines
Abstract: (124 Views)
Background: Acquiring clinical skills is vital in nursing education as it directly impacts students' competency and preparedness to provide safe and effective patient care. Flipped classroom approaches have gained attention, restructuring the teaching model to promote active learning and student engagement.
The effectiveness of flipped classroom approaches in developing clinical skills among nursing students was evaluated through a systematic review.
Methods: A systematic review methodology was employed to identify relevant studies. From the period 2013 to 2023, seven databases, namely ScienceDirect, Scopus, ProQuest, EBSCOhost, Sage Journal, Taylor and Francis, and PubMed, were searched through search strategy and the use of Boolean operators. Articles were assessed based on criterion and appraised using standardized tools: Joanna Briggs Institute (JBI) for quasi-experimental research & ROBVIS RCT checklist for assessing the risk of bias in randomized controlled trials. The authors employed the synthesis without meta-analysis (SWiM) guidelines for data analysis PRISMA checklist in finally appraising articles included for review.
Results: Eight articles (quasi-experimental and RCTs) out of 17,374 reviewed were conducted in Egypt, the United States, Turkey, Spain, and Taiwan. The studies involved 733 nursing students, and the duration of the interventions ranged from 10 to 16 weeks. Studies showed an overall low risk of bias and flipped classrooms significantly improved nursing students' clinical skills. The specific clinical skills that were improved included cardiopulmonary resuscitation, urinary catheterization, and safe medication administration.
Conclusion: Flipped classroom approaches are a promising pedagogical method for enhancing the clinical skills of nursing students. However, more research is needed to confirm these findings and to identify the best practices for implementing flipped classroom approaches in nursing education.
The effectiveness of flipped classroom approaches in developing clinical skills among nursing students was evaluated through a systematic review.
Methods: A systematic review methodology was employed to identify relevant studies. From the period 2013 to 2023, seven databases, namely ScienceDirect, Scopus, ProQuest, EBSCOhost, Sage Journal, Taylor and Francis, and PubMed, were searched through search strategy and the use of Boolean operators. Articles were assessed based on criterion and appraised using standardized tools: Joanna Briggs Institute (JBI) for quasi-experimental research & ROBVIS RCT checklist for assessing the risk of bias in randomized controlled trials. The authors employed the synthesis without meta-analysis (SWiM) guidelines for data analysis PRISMA checklist in finally appraising articles included for review.
Results: Eight articles (quasi-experimental and RCTs) out of 17,374 reviewed were conducted in Egypt, the United States, Turkey, Spain, and Taiwan. The studies involved 733 nursing students, and the duration of the interventions ranged from 10 to 16 weeks. Studies showed an overall low risk of bias and flipped classrooms significantly improved nursing students' clinical skills. The specific clinical skills that were improved included cardiopulmonary resuscitation, urinary catheterization, and safe medication administration.
Conclusion: Flipped classroom approaches are a promising pedagogical method for enhancing the clinical skills of nursing students. However, more research is needed to confirm these findings and to identify the best practices for implementing flipped classroom approaches in nursing education.
Type of Study: Review Article |
Subject:
Nursing
References
1. Lanahan M, Montalvo B, Cohn T. The Perception of Preparedness in Undergraduate Nursing Students During COVID-19. J Prof Nurs. 2022;42:111-21. [View at publisher] [DOI] [PMID] [Google Scholar]
2. Zhang J, Shields L, Ma B, Yin Y, Wang J, Zhang R, et al. The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study. BMC Medical Education. 2022;22(1):548. [View at publisher] [DOI] [PMID] [Google Scholar]
3. Brame CJ. Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE Life Sci Educ. 2016;15(4):es6. [View at publisher] [DOI] [PMID] [Google Scholar]
4. Baneres D, Whitelock D, Ras E, Karadeniz A, Guerrero-Roldán A-E, Rodriguez ME. Technology enhanced learning or learning driven by technology. Int J Educ Technol High Educ. 2019;16(5):26-40. [View at publisher] [Google Scholar]
5. Nouri J. The flipped classroom: for active, effective and increased learning - especially for low achievers. Int J Educ Technol High Educ. 2016;13(1):33. [View at publisher] [DOI] [Google Scholar]
6. Divjak B, Rienties B, Iniesto F, Vondra P, Žižak M. Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations. Int J Educ Technol High Educ. 2022;19(1):9. [View at publisher] [DOI] [PMID] [Google Scholar]
7. Campillo-Ferrer JM, Miralles-Martínez P. Effectiveness of the flipped classroom model on students' self-reported motivation and learning during the COVID-19 pandemic. Humanit Soc Sci Commun. 2021;8(1):176. [View at publisher] [DOI] [Google Scholar]
8. Illie V. The flipped classroom. Education Quarterly Reviews. 2019;2(2). [View at publisher] [DOI] [Google Scholar]
9. Matsuda Y, Azaiza K, Salani D. Flipping the Classroom without Flipping Out the Students: Working with an Instructional Designer in an Undergraduate Evidence-Based Nursing Practice Course. Quarterly Review of Distance Education. 2017;18(1):17-27,111,114. [View at publisher] [Google Scholar]
10. Greenwood VA, Mosca C. Flipping the Nursing Classroom Without Flipping Out the Students. Nurs Educ Perspect. 2017;38(6):342-3. [View at publisher] [DOI] [PMID] [Google Scholar]
11. Zhang W, Gu J, Li F, Feng F, Chen H, Xing X, et al. The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). Med Educ Online. 2022;27(1):2013405. [View at publisher] [DOI] [PMID] [Google Scholar]
12. Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education. 2018;18(1):38. [View at publisher] [DOI] [PMID] [Google Scholar]
13. Shatto B, L'Ecuyer K, Quinn J. Retention of Content Utilizing a Flipped Classroom Approach. Nursing Education Perspectives. 2017;38(4):206-8. [View at publisher] [DOI] [PMID] [Google Scholar]
14. Green RD, Schlairet MC. Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom. Nurse Educ Today. 2017;49:122-8. [View at publisher] [DOI] [PMID] [Google Scholar]
15. Fan JY, Tseng YJ, Chao LF, Chen SL, Jane SW. Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study. BMC Medical Education. 2020;20(1):317. [View at publisher] [DOI] [PMID] [Google Scholar]
16. Barranquero-Herbosa M, Abajas-Bustillo R, Ortego-Maté C. Effectiveness of flipped classroom in nursing education: A systematic review of systematic and integrative reviews. Int J Nurs Stud. 2022;135:104327. [View at publisher] [DOI] [PMID] [Google Scholar]
17. Busebaia TJA, John B. Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. Res Pract Technol Enhanc Learn. 2020;15(1):4. [View at publisher] [DOI] [Google Scholar]
18. Waffenschmidt S, Knelangen M, Sieben W, Bühn S, Pieper D. Single screening versus conventional double screening for study selection in systematic reviews: a methodological systematic review. BMC Med Res Methodol. 2019;19(1):132. [View at publisher] [DOI] [PMID] [Google Scholar]
19. Lockwood C, Stannard D, Jordan Z, Porritt K. The Joanna Briggs Institute clinical fellowship program: a gateway opportunity for evidence-based quality improvement and organizational culture change. JBI Evid Implement. 2020;18(1):1-4. [View at publisher] [DOI] [PMID] [Google Scholar]
20. McGuinness LA, Higgins JP. Risk‐of‐bias VISualization (robvis): an R package and Shiny web app for visualizing risk‐of‐bias assessments. Res Synth Methods. 2021;12(1):55-61. [View at publisher] [DOI] [PMID] [Google Scholar]
21. Kennedy CE, Fonner VA, Armstrong KA, Denison JA, Yeh PT, O'Reilly KR, et al. The Evidence Project risk of bias tool: assessing study rigor for both randomized and non-randomized intervention studies. Systematic Reviews. 2019;8(1):3. [View at publisher] [DOI] [PMID] [Google Scholar]
22. Jørgensen L, Paludan-Müller AS, Laursen DRT, Savović J, Boutron I, Sterne JAC, et al. Evaluation of the Cochrane tool for assessing risk of bias in randomized clinical trials: overview of published comments and analysis of user practice in Cochrane and non-Cochrane reviews. Syst Rev. 2016;5(1):80. [View at publisher] [DOI] [PMID] [Google Scholar]
23. Campbell M, McKenzie JE, Sowden A, Katikireddi SV, Brennan SE, Ellis S, et al. Synthesis without meta-analysis (SWiM) in systematic reviews: reporting guideline. BMJ. 2020;368:16890. [View at publisher] [DOI] [PMID] [Google Scholar]
24. Jones MS, Westfall JA. Applying the Flipped Classroom to the Clinical Skills Laboratory. Nurse Educ. 2017;42(5):254. [View at publisher] [DOI] [PMID]
25. Elzeky MEH, Elhabashy HMM, Ali WGM, Allam SME. Effect of gamified flipped classroom on improving nursing students' skills competency and learning motivation: a randomized controlled trial. BMC Nursing. 2022;21(1):316. [View at publisher] [DOI] [PMID] [Google Scholar]
26. Hassan EA, Elsaman SEA. The effect of simulation-based flipped classroom on acquisition of cardiopulmonary resuscitation skills: A simulation-based randomized trial. Nurs Crit Care. 2023;28(3):344-52. [View at publisher] [DOI] [PMID] [Google Scholar]
27. Kaplan A, Özdemir C, Kaplan Ö. The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills. J Emerg Nurs. 2023;49(1):124-33. [View at publisher] [DOI] [PMID] [Google Scholar]
28. Aguilera-Manrique G, Gutiérrez-Puertas L, Gutiérrez-Puertas V, Ortiz-Rodríguez B, Márquez-Hernández VV. Evaluation of Urinary Catheterization Competency and Self-Efficacy in Nursing Students Using the Flipped Classroom Approach. Int J Environ Res Public Health. 2022;19(22):15144. [View at publisher] [DOI] [PMID] [Google Scholar]
29. Wilson KE, Hobbs JR. Innovative use of a flipped-classroom approach to teach fundamental nursing skills. Teach Learn Nurs. 2023;18(1):144-7. [View at publisher] [DOI] [PMID] [Google Scholar]
30. Zidan S, Elsayed Rushdan E, AbdelRhman Khamis E. Effectiveness of Flipped Classroom Approach on Safe Medication Administration Learning Skill among Nursing Students. Egyptian Journal of Health Care. 2020;11(4):1246-59. [View at publisher] [DOI] [Google Scholar]
31. Kang HY, Kim HR. Impact of Blended Learning on Learning Outcomes in the Public Healthcare Education Course: A Review of Flipped Classroom With Team-Based Learning. BMC Med Educ. 2021;21:78. [View at publisher] [DOI] [PMID] [Google Scholar]
32. Litvinova ТM, Budenkova EA, Babaskina LI, Glazkova IY, Babaskin DV. The Effectiveness of Flipped Classroom During the COVID-19 Pandemic in Higher Pharmaceutical Education. Open Access Macedonian Journal of Medical Sciences. 2022;10(E):1199-208. [View at publisher] [DOI] [Google Scholar]
33. Pangandaman HK, editor. Effects of Flipped Classroom Videos in the Return Demonstration Performance of Nursing Students. Sch J Appl Sci Res. 2018;1:4. [View at publisher] [Google Scholar]
34. Al-Zahrani AM. From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. Br J Educ Technol. 2015;46(6):1133-48. [View at publisher] [DOI] [Google Scholar]
35. Pangandaman HK, Boloron RP, Lambayong JHC, Ergas MLG, Raki-in RM, Mai-Alauya SAM, et al. Innovative classroom pedagogy In nursing education: A systematic review. Int J Health Med Curr Res. 2019;4(4):1543-9. [View at publisher] [DOI] [Google Scholar]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
