Literature DB >> 29194136

Flipped Versus Traditional Instruction and Achievement in a Baccalaureate Nursing Pharmacology Course.

Melissa J Geist, David Larimore, Hannah Rawiszer, Abdellatif W Al Sager.   

Abstract

: The researchers used a quantitative pretest-posttest nonequivalent control group quasi-experimental design to determine if there is a significant difference in content knowledge acquisition between traditional and flipped classroom methods. Analysis revealed that the flipped classroom approach was significantly different for three unit exams. The results did not show a significant difference in the means for the final exam. Knowledge gains on tests and students' positive responses support the use of the flipped classroom method.

Mesh：

Year:  2015        PMID： 29194136     DOI： 10.5480/13-1292

Source DB:  PubMed          Journal:  Nurs Educ Perspect        ISSN： 1536-5026


  6 in total

1.  Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review.

Authors:  Punithalingam Youhasan; Yan Chen; Mataroria Lyndon; Marcus A Henning
Journal:  BMC Nurs       Date:  2021-03-22

2.  Academic outcomes of flipped classroom learning: a meta-analysis.

Authors:  Kuo-Su Chen; Lynn Monrouxe; Yi-Hsuan Lu; Chang-Chyi Jenq; Yeu-Jhy Chang; Yu-Che Chang; Pony Yee-Chee Chai
Journal:  Med Educ       Date:  2018-06-25       Impact factor: 6.251

3.  The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university.

Authors:  Bárbara Oliván Blázquez; Barbara Masluk; Santiago Gascon; Ricardo Fueyo Díaz; Alejandra Aguilar-Latorre; Isabel Artola Magallón; Rosa Magallón Botaya
Journal:  PLoS One       Date:  2019-04-04       Impact factor: 3.240

4.  Academic outcome and moderator of flipped classroom learning program "Teaching on the Run".

Authors:  Kuo-Su Chen; Ming-Ju Hsieh; Min-Ping Huang; Chih-Ken Chen; Ming-Jui Hung
Journal:  Biomed J       Date:  2020-06-01       Impact factor: 4.910

5.  Sandwich teaching improved students' critical thinking, self-learning ability, and course experience in the Community Nursing Course: A quasi-experimental study.

Authors:  Xiaoyan Cai; Mingmei Peng; Jieying Qin; Kebing Zhou; Zhiying Li; Shuai Yang; Fengxia Yan
Journal:  Front Psychol       Date:  2022-08-29

6.  The effects of the flipped classroom in teaching evidence based nursing: A quasi-experimental study.

Authors:  Tsung-Lan Chu; Jeng Wang; Lynn Monrouxe; Yu-Chih Sung; Chen-Li Kuo; Lun-Hui Ho; Yueh-E Lin
Journal:  PLoS One       Date:  2019-01-15       Impact factor: 3.240
  6 in total

北京卡尤迪生物科技股份有限公司 © 2022-2023.