Volume 21, Issue 1 (4-2024)
J Res Dev Nurs Midw 2024, 21(1): 6-10 |
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Pangandaman H, Mukattil N, Lambayong J H, Abdulhan M, Hayudini R, Salve M, et al . A systematic review of the effectiveness of flipped classroom approaches in developing clinical skills among nursing students. J Res Dev Nurs Midw 2024; 21 (1) :6-10
URL: http://nmj.goums.ac.ir/article-1-1544-en.html
URL: http://nmj.goums.ac.ir/article-1-1544-en.html
Hamdoni Pangandaman 
1, Nursidar Mukattil2 , Joy Hope Lambayong3 , Marwida Abdulhan2 , Raniza Hayudini2 , Mardalyne Salve2 , Iman Matumadi4 , Samiel Macalaba4 , Ronald Kadil5 , Abolbashar Mangontawar4
1, Nursidar Mukattil2 , Joy Hope Lambayong3 , Marwida Abdulhan2 , Raniza Hayudini2 , Mardalyne Salve2 , Iman Matumadi4 , Samiel Macalaba4 , Ronald Kadil5 , Abolbashar Mangontawar4
1- Mindanao State University, Main Campus, Marawi City, Lanao Del Sur, 9700, Philippines , hamdoni.pangandaman@msumain.edu.ph
2- Mindanao State University, Sulu Campus, Jolo, Sulu, 7400, Philippines
3- Christian University of Thailand, Khlong Chinda, Nakhon Pathom, 73000, Thailand
4- Mindanao State University, Main Campus, Marawi City, Lanao Del Sur, 9700, Philippines
5- Cotabato Regional and Medical Center, Sinsuat Avenue, Cotabato City, 9600, Philippines
2- Mindanao State University, Sulu Campus, Jolo, Sulu, 7400, Philippines
3- Christian University of Thailand, Khlong Chinda, Nakhon Pathom, 73000, Thailand
4- Mindanao State University, Main Campus, Marawi City, Lanao Del Sur, 9700, Philippines
5- Cotabato Regional and Medical Center, Sinsuat Avenue, Cotabato City, 9600, Philippines
Abstract: (953 Views)
Background: Acquiring clinical skills is vital in nursing education as it directly impacts students' competency and preparedness to provide safe and effective patient care. Flipped classroom approaches have gained attention, restructuring the teaching model to promote active learning and student engagement.
The effectiveness of flipped classroom approaches in developing clinical skills among nursing students was evaluated through a systematic review.
Methods: A systematic review methodology was employed to identify relevant studies. From the period 2013 to 2023, seven databases, namely ScienceDirect, Scopus, ProQuest, EBSCOhost, Sage Journal, Taylor and Francis, and PubMed, were searched through search strategy and the use of Boolean operators. Articles were assessed based on criterion and appraised using standardized tools: Joanna Briggs Institute (JBI) for quasi-experimental research & ROBVIS RCT checklist for assessing the risk of bias in randomized controlled trials. The authors employed the synthesis without meta-analysis (SWiM) guidelines for data analysis PRISMA checklist in finally appraising articles included for review.
Results: Eight articles (quasi-experimental and RCTs) out of 17,374 reviewed were conducted in Egypt, the United States, Turkey, Spain, and Taiwan. The studies involved 733 nursing students, and the duration of the interventions ranged from 10 to 16 weeks. Studies showed an overall low risk of bias and flipped classrooms significantly improved nursing students' clinical skills. The specific clinical skills that were improved included cardiopulmonary resuscitation, urinary catheterization, and safe medication administration.
Conclusion: Flipped classroom approaches are a promising pedagogical method for enhancing the clinical skills of nursing students. However, more research is needed to confirm these findings and to identify the best practices for implementing flipped classroom approaches in nursing education.
The effectiveness of flipped classroom approaches in developing clinical skills among nursing students was evaluated through a systematic review.
Methods: A systematic review methodology was employed to identify relevant studies. From the period 2013 to 2023, seven databases, namely ScienceDirect, Scopus, ProQuest, EBSCOhost, Sage Journal, Taylor and Francis, and PubMed, were searched through search strategy and the use of Boolean operators. Articles were assessed based on criterion and appraised using standardized tools: Joanna Briggs Institute (JBI) for quasi-experimental research & ROBVIS RCT checklist for assessing the risk of bias in randomized controlled trials. The authors employed the synthesis without meta-analysis (SWiM) guidelines for data analysis PRISMA checklist in finally appraising articles included for review.
Results: Eight articles (quasi-experimental and RCTs) out of 17,374 reviewed were conducted in Egypt, the United States, Turkey, Spain, and Taiwan. The studies involved 733 nursing students, and the duration of the interventions ranged from 10 to 16 weeks. Studies showed an overall low risk of bias and flipped classrooms significantly improved nursing students' clinical skills. The specific clinical skills that were improved included cardiopulmonary resuscitation, urinary catheterization, and safe medication administration.
Conclusion: Flipped classroom approaches are a promising pedagogical method for enhancing the clinical skills of nursing students. However, more research is needed to confirm these findings and to identify the best practices for implementing flipped classroom approaches in nursing education.
perspective: Review Article |
Subject:
Nursing
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