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KMID : 1141620180300020001
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Health & Nursing
2018 Volume.30 No. 2 p.1 ~ p.9
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The Effect and Strategies of Flipped Learning in Nursing Education: A Systematic Review
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Bae Sung-Heui
Shin Su-Jin
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Abstract
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Purpose: The purpose of this study is to synthesize and identify the studies that examined the effect and strategies of flipped learning in nursing education promoting proactive and autonomous learning experience.
Method: We identified all published peer-reviewed articles in PubMed, EBSCO, Psyinfo, JSTOR, Cochrane Library,
DBPiA, and RISS. The search terms included flipped learning & nursing and flipped classroom & nursing.
Eleven published articles from 784 screened articles met the inclusion criteria.
Result: The effects of flipped learning were categorized into cognitive (performance, overall evaluation), affective (communication, motivation, self-efficacy), and psychomotor domains (skill). We also analyzed pre-class activities (online lecture, DVD, reading, quiz) and within class activities (quiz, content summary, case study, discussion, presentation, game, debriefing, and reflection).
Conclusion: The study results found that flipped learning improved cognitive, affective, and psychomotor competency. The within-class activities were effective when these activities provided within 30 minute. The application of flipped learning in nursing practicum should be studies in future studies.
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KEYWORD
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nursing education, flipped learning, systematic review
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