Meta-Analysis of Flipped Learning Effects in Nursing Educationopen access
- Authors
- Park, Inhee; Suh, Yeonok
- Issue Date
- Dec-2021
- Publisher
- Multidisciplinary Digital Publishing Institute (MDPI)
- Keywords
- clinical competence; self-directedness; critical thinking; satisfaction; meta-analysis
- Citation
- International Journal of Environmental Research and Public Health, v.18, no.23
- Journal Title
- International Journal of Environmental Research and Public Health
- Volume
- 18
- Number
- 23
- URI
- https://scholarworks.bwise.kr/sch/handle/2021.sw.sch/20793
- DOI
- 10.3390/ijerph182312814
- ISSN
- 1661-7827
1660-4601
- Abstract
- Background: This study is a meta-analysis confirming the effect size of clinical competence, critical thinking ability, self-directedness, and learning satisfaction, the outcome variables of flipped learning applied to nursing education. Methods: We selected 18 related studies that analyzed data using CMA (Comprehensive Meta-Analysis 2.2). Results: The effect size of the entire study was Hedges' g = 0.68 (95% CI = 0.43~0.92). The heterogeneity of the overall effect size was I-2 = 90.7% (Q = 246.67, p < 0.001); critical thinking ability had an effect size of Hedges' g = 0.87, learning satisfaction of Hedges' g = 0.79, clinical competence of Hedges' g = 0.53, and self-directedness of Hedges' g = 0.37. The differences were statistically significant. Conclusion: Flipped learning can effectively improve nursing students' clinical competence, critical thinking ability, self-direction, and learning satisfaction.
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Collections - College of Medicine > Department of Nursing > 1. Journal Articles
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