<abstract xmlns="http://www.w3.org/1999/xhtml"><sec id="j_fon-2018-0032_s_006_w2aab3b7ab1b6b1aab1c17b1Aa"><h3>Objectives</h3><p>To examine the best practice evidence of the effectiveness of the flipped classroom (FC) as a burgeoning teaching model on the development of self-directed learning in nursing education.</p></sec><sec id="j_fon-2018-0032_s_007_w2aab3b7ab1b6b1aab1c17b2Aa"><h3>Data sources</h3><p>The relevant randomized controlled trial (RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Central Register of Controlled Trials (CENTRAL), Wanfang Data, China National Knowledge Infrastructure (CNKI), and Chinese Science and Technology Periodical Database (VIP) from inception to June 2017.</p></sec><sec id="j_fon-2018-0032_s_008_w2aab3b7ab1b6b1aab1c17b3Aa"><h3>Review methods</h3><p>The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores (continuous outcomes) were analyzed by using the 95% confidence intervals (CIs) with the standard deviation average (SMD) or weighted mean difference (WMD). The heterogeneity was assessed using Cochran’s <italic>I</italic><sup><xref ref-type="bibr" rid="j_fon-2018-0032_ref_002_w2aab3b7ab1b6b1ab1b6b2Aa">2</xref></sup> statistic.</p></sec><sec id="j_fon-2018-0032_s_009_w2aab3b7ab1b6b1aab1c17b4Aa"><h3>Results</h3><p>A total of 12 studies, which encompassed 1440 nursing students (intervention group = 685, control group = 755), were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ self-directed learning skill, as measured by the Self-Directed Learning Readiness Scale (SDLRS), Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE), Self-Regulated Learning Scale (SRL), Autonomous Learning Competencies scale (ALC), and Competencies of Autonomous Learning of Nursing Students (CALNS). Overall scores and subgroup analyses with the SRL were all in favor of the FC.</p></sec><sec id="j_fon-2018-0032_s_010_w2aab3b7ab1b6b1aab1c17b5Aa"><h3>Conclusions</h3><p>The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education. Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.</p></sec></abstract>

ObjectivesTo examine the best practice evidence of the effectiveness of the flipped classroom (FC) as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sourcesThe relevant randomized controlled trial (RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Central Register of Controlled Trials (CENTRAL), Wanfang Data, China National Knowledge Infrastructure (CNKI), and Chinese Science and Technology Periodical Database (VIP) from inception to June 2017.Review methodsThe data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores (continuous outcomes) were analyzed by using the 95% confidence intervals (CIs) with the standard deviation average (SMD) or weighted mean difference (WMD). The heterogeneity was assessed using Cochran’s I2 statistic.ResultsA total of 12 studies, which encompassed 1440 nursing students (intervention group = 685, control group = 755), were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ self-directed learning skill, as measured by the Self-Directed Learning Readiness Scale (SDLRS), Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE), Self-Regulated Learning Scale (SRL), Autonomous Learning Competencies scale (ALC), and Competencies of Autonomous Learning of Nursing Students (CALNS). Overall scores and subgroup analyses with the SRL were all in favor of the FC.ConclusionsThe result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education. Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

Frontiers of Nursing

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

ObjectivesTo examine the best practice evidence of the effectiveness of the flipped classroom (FC) as a burgeoning teaching model on the development of...

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

Article Category: Original article

Publié en ligne: 31 déc. 2018

Pages: 317 - 329

Reçu: 20 févr. 2018

Accepté: 07 mai 2018

DOI: https://doi.org/10.1515/fon-2018-0032

Mots clés
flipped classroom, blended learning, reverse teaching, self-directed learning, self-learning ability, self-management, nursing education, meta-analysis

© 2018 Ya-Qian Liu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

Article Category: Original article

Publié en ligne: 31 déc. 2018

Pages: 317 - 329

Reçu: 20 févr. 2018

Accepté: 07 mai 2018

DOI: https://doi.org/10.1515/fon-2018-0032

Mots clésflipped classroom, blended learning, reverse teaching, self-directed learning, self-learning ability, self-management, nursing education, meta-analysis

© 2018 Ya-Qian Liu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
flipped classroom, blended learning, reverse teaching, self-directed learning, self-learning ability, self-management, nursing education, meta-analysis