Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology.
Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology.
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翻转课堂提高阿曼护理学生在解剖学和生理学方面的表现和满意度。
DOI：
10.1186/s12912-020-00515-w
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发表时间：
2021-01-02
期刊：
影响因子：
3.2
通讯作者：
Cayaban ARR
中科院分区：
文献类型：
--
作者：
Joseph MA;Roach EJ;Natarajan J;Karkada S;Cayaban ARR
由于解剖学和生理学课程的术语复杂，处理大量信息的困难，护理专业的学生在学习解剖学和生理学课程时很吃力。新的，创新的教学策略必须融入护理教育，以提高护理学生在这一具有挑战性的生物科学课程中的表现。本研究的目的是确定一种创新的教学策略，翻转课堂，对阿曼护理学生在解剖学和生理学课程的表现和满意度的影响。采用准实验设计，对阿曼苏丹卡布斯大学护理学院两班112名一年级护理学生进行研究。53名第一学期护理学生在解剖学和生理学课程中开发并实施了有关呼吸系统的在线视频和主动学习活动。对照组由59名上一届的学生组成，他们参加了同样的课程，但采用传统的授课方式。通过学生期末考试成绩和学生自我报告的满意度来衡量翻转课堂策略的影响。使用Wilcoxon sign -rank和Mann-Whitney U测试来比较学生的学习成绩。我们的研究结果表明，翻转课堂组的表现优于传统课堂组。采用翻转课堂教学的学生期末呼吸系统试题平均得分显著高于对照组，U = 1089.00, z = - 2.789, p < 0.005。此外，调查结果显示，护生对翻转课堂教学感到满意。总体而言，68%至78%的学生同意或强烈同意翻转课堂方法改善了他们的学习并增加了他们对课程的兴趣。与讲授式教学形式相比，翻转课堂策略提高了阿曼护理学生在解剖学和生理学课程中的表现和满意度。结果表明，翻转课堂是护理教育中一种重要的教学策略。在线版本包含补充材料，可在10.1186/s12912-020-00515-w获得。
Nursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students’ performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course. A quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students’ performance on the final examination and students’ self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students’ academic performance. Our results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z = − 2.789, p < .005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course. Compared with the didactic lecture format, flipped classroom strategy improved Omani nursing students’ performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education. The online version contains supplementary material available at 10.1186/s12912-020-00515-w.
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影响因子：
2.6
作者：
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通讯作者：
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DOI：
10.11124/jbisrir-2016-003147
发表时间：
2017-11-01
期刊：
JBI database of systematic reviews and implementation reports
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