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Xu P, Chen Y, Nie W, et al. The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis. Nurse Educ Today. 2019;80:67-77doi: 10.1016/j.nedt.2019.06.005.
Xu, P., Chen, Y., Nie, W., Wang, Y., Song, T., Li, H., Li, J., Yi, J., & Zhao, L. (2019). The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis. Nurse education today, 8067-77. https://doi.org/10.1016/j.nedt.2019.06.005
Xu, Ping, et al. "The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis." Nurse education today vol. 80 (2019): 67-77. doi: https://doi.org/10.1016/j.nedt.2019.06.005
Xu P, Chen Y, Nie W, Wang Y, Song T, Li H, Li J, Yi J, Zhao L. The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis. Nurse Educ Today. 2019 Sep;80:67-77. doi: 10.1016/j.nedt.2019.06.005. Epub 2019 Jun 14. PMID: 31279251.
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Nurse Educ Today. 2019 Sep;80:67-77. doi: 10.1016/j.nedt.2019.06.005. Epub 2019 Jun 14.

The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis.

Nurse education today

Ping Xu, Yingying Chen, Wenbo Nie, Yuan Wang, Tianjiao Song, Haoran Li, Jin Li, Jiang Yi, Lijing Zhao

Affiliations

  1. School of Nursing, Jilin University, Changchun, China.
  2. School of Nursing, Jilin University, Changchun, China. Electronic address: [email protected].
  3. School of Nursing, Jilin University, Changchun, China. Electronic address: [email protected].

PMID: 31279251 DOI: 10.1016/j.nedt.2019.06.005

Abstract

OBJECTIVES: Skill competence is essential for nursing students and flipped-classroom teaching has become increasingly popular in China's nursing education. However, no studies have yet specifically examined the effect of a flipped classroom versus a traditional classroom on their skill competence.

DESIGN: A systematic review and meta-analysis of randomised controlled trials.

DATA SOURCES: The China National Knowledge Infrastructure, Wanfang Data, VIP, Superstar, PubMed, and Web of Science databases were searched from their inception until 9 June 2018.

REVIEW METHODS: We screened the studies according to inclusion and exclusion criteria, extracted the data, and assessed the quality. Then, a meta-analysis was conducted.

RESULTS: Twenty-two studies were eligible after reviewing 484 citations. The flipped classroom increased the students' skills score compared with the traditional teaching method (standardised mean difference = 1.79, 95% confidence interval: 1.32-2.27, p = 0.000). Additionally, it improved the cooperative spirit and sense of teamwork (effect size = 1.60, 95% confidence interval: 1.15-2.06), practical ability (effect size = 1.47, 95% confidence interval: 0.93-2.01), enjoyment of the course (effect size = 1.39, 95% confidence interval: 0.81-1.97), expression and communication (effect size = 1.41, 95% confidence interval: 0.69-2.12), the curriculum's effects (effect size = 1.32, 95% confidence interval: 1.00-1.64), interest in participation (effect size = 1.58, 95% confidence interval: 1.28-1.87), ability to think and analyse problems (effect size = 1.62, 95% confidence interval: 1.24-2.00), and resolution and resilience (effect size = 1.62, 95% confidence interval: 1.29-1.94).

CONCLUSIONS: The results suggest that the flipped classroom is more effective for the nursing students' skill competence than traditional teaching in China. However, due to heterogeneity and bias risk, a large sample and high-quality studies are needed in future to confirm its effectiveness.

Copyright © 2019 Elsevier Ltd. All rights reserved.

Keywords: China; Inverted; Meta-analysis; Nursing education; Randomised controlled trial

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