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

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 obtai

SUBMITTER: Li BZ 

PROVIDER: S-EPMC7451570 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature