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The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study
AIM: Evaluate the fully online flipped classroom's effects during the pandemic. DESIGN: A comparative descriptive study with historical control design. METHODS: In an internal medicine nursing course, the fully online flipped classroom instruction was used with 53 undergraduates in 2020. Their...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10333823/ https://www.ncbi.nlm.nih.gov/pubmed/37043681 http://dx.doi.org/10.1002/nop2.1757 |
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author | Du, Jingrong Chen, Xiaoyi Wang, Tong Zhao, Juanjuan Li, Kun |
author_facet | Du, Jingrong Chen, Xiaoyi Wang, Tong Zhao, Juanjuan Li, Kun |
author_sort | Du, Jingrong |
collection | PubMed |
description | AIM: Evaluate the fully online flipped classroom's effects during the pandemic. DESIGN: A comparative descriptive study with historical control design. METHODS: In an internal medicine nursing course, the fully online flipped classroom instruction was used with 53 undergraduates in 2020. Their final examinations were compared with the 50 students taught with traditional offline methods in 2019. Online interactions and students' experiences were described. Pass rates in both classes were over 90% (Χ (2) = 0.276, p = 0.60), but the median score in 2019 was higher than in 2020 (Z = −2.491, p = 0.01). There were 996 online interactions and 734 valid interactions in total. All 49 students believed the online flipped classroom schedule was reasonable and all but three said it was helpful. However, 19 students (39%) felt traditional teaching is more effective. CONCLUSIONS: The fully online flipped classroom method was fairly effective during the pandemic. This model also did increase class participation and sufficient faculty–student interactions in remote education. However, fewer students earned outstanding scores, with possible reasons including the online flipped classroom, lack of clinical practice, stress from COVID‐19 and the shortened exam time. Overall, the method is worth recommending under public health emergencies like COVID‐19, and future research exploring potential concerns about scores is necessary. |
format | Online Article Text |
id | pubmed-10333823 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-103338232023-07-12 The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study Du, Jingrong Chen, Xiaoyi Wang, Tong Zhao, Juanjuan Li, Kun Nurs Open Nurse Education Report AIM: Evaluate the fully online flipped classroom's effects during the pandemic. DESIGN: A comparative descriptive study with historical control design. METHODS: In an internal medicine nursing course, the fully online flipped classroom instruction was used with 53 undergraduates in 2020. Their final examinations were compared with the 50 students taught with traditional offline methods in 2019. Online interactions and students' experiences were described. Pass rates in both classes were over 90% (Χ (2) = 0.276, p = 0.60), but the median score in 2019 was higher than in 2020 (Z = −2.491, p = 0.01). There were 996 online interactions and 734 valid interactions in total. All 49 students believed the online flipped classroom schedule was reasonable and all but three said it was helpful. However, 19 students (39%) felt traditional teaching is more effective. CONCLUSIONS: The fully online flipped classroom method was fairly effective during the pandemic. This model also did increase class participation and sufficient faculty–student interactions in remote education. However, fewer students earned outstanding scores, with possible reasons including the online flipped classroom, lack of clinical practice, stress from COVID‐19 and the shortened exam time. Overall, the method is worth recommending under public health emergencies like COVID‐19, and future research exploring potential concerns about scores is necessary. John Wiley and Sons Inc. 2023-04-12 /pmc/articles/PMC10333823/ /pubmed/37043681 http://dx.doi.org/10.1002/nop2.1757 Text en © 2023 The Authors. Nursing Open published by John Wiley & Sons Ltd. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made. |
spellingShingle | Nurse Education Report Du, Jingrong Chen, Xiaoyi Wang, Tong Zhao, Juanjuan Li, Kun The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study |
title | The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study |
title_full | The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study |
title_fullStr | The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study |
title_full_unstemmed | The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study |
title_short | The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study |
title_sort | effectiveness of the fully online flipped classroom for nursing undergraduates during the covid‐19: historical control study |
topic | Nurse Education Report |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10333823/ https://www.ncbi.nlm.nih.gov/pubmed/37043681 http://dx.doi.org/10.1002/nop2.1757 |
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