An Integrative Review of Flipped Classroom Teaching Models in Nursing Education
Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education p...
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| Veröffentlicht in: | Journal of professional nursing Jg. 33; H. 2; S. 133 - 144 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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United States
Elsevier Inc
01.03.2017
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| ISSN: | 8755-7223, 1532-8481, 1532-8481 |
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| Abstract | Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches.
•Flipped technology-enhanced pedagogy promotes active learning and critical thinking.•Rigorous studies are needed that are focused on flipped classroom models in nursing.•Lessons learned from other disciplines can be integrated to inform implementation.•Studies are needed to determine long-term effects in clinical performance.•Teaching assignments and demands for technologic resources should be considered. |
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| AbstractList | Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches.
•Flipped technology-enhanced pedagogy promotes active learning and critical thinking.•Rigorous studies are needed that are focused on flipped classroom models in nursing.•Lessons learned from other disciplines can be integrated to inform implementation.•Studies are needed to determine long-term effects in clinical performance.•Teaching assignments and demands for technologic resources should be considered. Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches. Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches.Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches. |
| Author | Dordunoo, Dzifa Jenkins, Louise S. Lee, Mei Ching Njie-Carr, Veronica P.S. Ludeman, Emilie Trocky, Nina M. |
| Author_xml | – sequence: 1 givenname: Veronica P.S. surname: Njie-Carr fullname: Njie-Carr, Veronica P.S. email: Njie-carr@son.umaryland.edu organization: Assistant Professor, University of Maryland - School of Nursing, Baltimore, MD, 21201 – sequence: 2 givenname: Emilie orcidid: 0000-0002-1019-3737 surname: Ludeman fullname: Ludeman, Emilie organization: Research, Education and Outreach Librarian, Health Sciences and Human Services Library – sequence: 3 givenname: Mei Ching surname: Lee fullname: Lee, Mei Ching organization: Assistant Professor, University of Maryland School of Nursing – sequence: 4 givenname: Dzifa orcidid: 0000-0002-0290-8261 surname: Dordunoo fullname: Dordunoo, Dzifa organization: Assistant Professor, University of Maryland School of Nursing – sequence: 5 givenname: Nina M. surname: Trocky fullname: Trocky, Nina M. organization: Associate Dean for the Bachelor of Science in Nursing Program, University of Maryland School of Nursing – sequence: 6 givenname: Louise S. surname: Jenkins fullname: Jenkins, Louise S. organization: Director, Institute for Educators, University of Maryland School of Nursing |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/28363388$$D View this record in MEDLINE/PubMed |
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| Copyright | 2016 Elsevier Inc. Copyright © 2016 Elsevier Inc. All rights reserved. |
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| Keywords | Nursing students Nursing education Integrative review Flipped classroom Teaching models |
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