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Clinical study on flipped classroom and mind map in newly recruited nurses’ pre-job training
BACKGROUND: Traditional pre-job training mainly provides theoretical lectures and operational skill training for new nurses. However, it has a single teaching method, lacks in comprehensiveness and flexibility, and has unsatisfactory teaching effects. The purpose of this article is to evaluate the i...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8966308/ https://www.ncbi.nlm.nih.gov/pubmed/35351110 http://dx.doi.org/10.1186/s12912-022-00843-z |
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author | Liu, Yingmin Li, Yuyuan Cui, Xueran Zhou, Haikun Wang, Jingjing Zhang, Yan |
author_facet | Liu, Yingmin Li, Yuyuan Cui, Xueran Zhou, Haikun Wang, Jingjing Zhang, Yan |
author_sort | Liu, Yingmin |
collection | PubMed |
description | BACKGROUND: Traditional pre-job training mainly provides theoretical lectures and operational skill training for new nurses. However, it has a single teaching method, lacks in comprehensiveness and flexibility, and has unsatisfactory teaching effects. The purpose of this article is to evaluate the influence of the flipped classroom and mind map in the pre-job training of newly recruited nurses. METHOD: A total of 92 nurses newly recruited in 2019 were included in the present study and randomly divided into two groups: the intervention group and the control group (n = 46, each). An ordinary training program was applied in the control group, and the flipped classroom + mind map training method was applied in the intervention group. All the new nurses were evaluated using the autonomous learning ability scale before and after pre-job training. RESULTS: The results of the present study showed that before the pre-job training, the total scores of independent learning ability, learning motivation, self-management ability, learning cooperation ability and information quality of nursing staff were similar in the control group and the intervention group; the differences were not statistically significant (P > 0.05). After the application of different training methods, the total score of independent learning ability (84.95 ± 5.146 vs. 66.73 ± 11.213), learning motivation (28.65 ± 3.198 vs. 22.78 ± 5.995), self-management ability (24.97 ± 3.586 vs. 17.89 ± 4.153), learning and cooperation ability (14.391 ± 1.584 vs. 12.17 ± 2.584) and information quality score (16.93 ± 1.306 vs. 13.89 ± 2.651) in the intervention group were significantly higher than in the control group; the differences were statistically significant (P < 0.05). CONCLUSION: The flipped classroom + mind map training method can effectively improve the autonomous learning ability of newly recruited nurses. |
format | Online Article Text |
id | pubmed-8966308 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-89663082022-03-31 Clinical study on flipped classroom and mind map in newly recruited nurses’ pre-job training Liu, Yingmin Li, Yuyuan Cui, Xueran Zhou, Haikun Wang, Jingjing Zhang, Yan BMC Nurs Research BACKGROUND: Traditional pre-job training mainly provides theoretical lectures and operational skill training for new nurses. However, it has a single teaching method, lacks in comprehensiveness and flexibility, and has unsatisfactory teaching effects. The purpose of this article is to evaluate the influence of the flipped classroom and mind map in the pre-job training of newly recruited nurses. METHOD: A total of 92 nurses newly recruited in 2019 were included in the present study and randomly divided into two groups: the intervention group and the control group (n = 46, each). An ordinary training program was applied in the control group, and the flipped classroom + mind map training method was applied in the intervention group. All the new nurses were evaluated using the autonomous learning ability scale before and after pre-job training. RESULTS: The results of the present study showed that before the pre-job training, the total scores of independent learning ability, learning motivation, self-management ability, learning cooperation ability and information quality of nursing staff were similar in the control group and the intervention group; the differences were not statistically significant (P > 0.05). After the application of different training methods, the total score of independent learning ability (84.95 ± 5.146 vs. 66.73 ± 11.213), learning motivation (28.65 ± 3.198 vs. 22.78 ± 5.995), self-management ability (24.97 ± 3.586 vs. 17.89 ± 4.153), learning and cooperation ability (14.391 ± 1.584 vs. 12.17 ± 2.584) and information quality score (16.93 ± 1.306 vs. 13.89 ± 2.651) in the intervention group were significantly higher than in the control group; the differences were statistically significant (P < 0.05). CONCLUSION: The flipped classroom + mind map training method can effectively improve the autonomous learning ability of newly recruited nurses. BioMed Central 2022-03-29 /pmc/articles/PMC8966308/ /pubmed/35351110 http://dx.doi.org/10.1186/s12912-022-00843-z Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Liu, Yingmin Li, Yuyuan Cui, Xueran Zhou, Haikun Wang, Jingjing Zhang, Yan Clinical study on flipped classroom and mind map in newly recruited nurses’ pre-job training |
title | Clinical study on flipped classroom and mind map in newly recruited nurses’ pre-job training |
title_full | Clinical study on flipped classroom and mind map in newly recruited nurses’ pre-job training |
title_fullStr | Clinical study on flipped classroom and mind map in newly recruited nurses’ pre-job training |
title_full_unstemmed | Clinical study on flipped classroom and mind map in newly recruited nurses’ pre-job training |
title_short | Clinical study on flipped classroom and mind map in newly recruited nurses’ pre-job training |
title_sort | clinical study on flipped classroom and mind map in newly recruited nurses’ pre-job training |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8966308/ https://www.ncbi.nlm.nih.gov/pubmed/35351110 http://dx.doi.org/10.1186/s12912-022-00843-z |
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