Abstract：
OBJECTIVE: To summarize the effect of the flipped classroom method (FCM) on student engagement in nursing education and provide the implications for future practice.
BACKGROUND: Technological advancement of learning approaches including flipped classroom has become increasingly popular in nursing education. However, no integrative review has been published that specially explore the behaviour engagement, cognitive engagement and emotional engagement of flipped classroom use in nursing education.
METHODS: Population, Intervention, Comparison, Outcomes and Study (PICOS) strategies were implemented to investigate the literature from published peer-reviewed papers from 2013 to 2021 in CINAHL, MEDLINE and Web of Science.
RESULTS: The initial search identified 280 potentially relevant articles. After comprehensively reviewing the initial catchment using several analytical phases, 16 articles were considered for the final review. Most of articles targeted on undergraduate nursing students and were conducted in the USA and Australia. The review primarily identified positive learning outcomes among nursing students in term of student engagement. However, a few studies reported contrasting findings, possibly due to students are still dependent on traditional lecture-based classroom.
CONCLUSIONS: This review suggests that use of the FCM in nursing education could promote students\' behavioral engagement and cognitive engagement but yield a mixed outcome in emotional engagement. This review contributed to our understanding of the effect of the flipped classroom method on student engagement in nursing education, the strategies for promoting student engagement in future flipped classroom practice and recommendation for future research on flipped classroom.
BACKGROUND: Technological advancement of learning approaches including flipped classroom has become increasingly popular in nursing education. However, no integrative review has been published that specially explore the behaviour engagement, cognitive engagement and emotional engagement of flipped classroom use in nursing education.
METHODS: Population, Intervention, Comparison, Outcomes and Study (PICOS) strategies were implemented to investigate the literature from published peer-reviewed papers from 2013 to 2021 in CINAHL, MEDLINE and Web of Science.
RESULTS: The initial search identified 280 potentially relevant articles. After comprehensively reviewing the initial catchment using several analytical phases, 16 articles were considered for the final review. Most of articles targeted on undergraduate nursing students and were conducted in the USA and Australia. The review primarily identified positive learning outcomes among nursing students in term of student engagement. However, a few studies reported contrasting findings, possibly due to students are still dependent on traditional lecture-based classroom.
CONCLUSIONS: This review suggests that use of the FCM in nursing education could promote students\' behavioral engagement and cognitive engagement but yield a mixed outcome in emotional engagement. This review contributed to our understanding of the effect of the flipped classroom method on student engagement in nursing education, the strategies for promoting student engagement in future flipped classroom practice and recommendation for future research on flipped classroom.
摘要：
目的：总结翻转课堂方法（FCM）对学生参与护理教育的影响，并为未来的实践提供启示。
背景：包括翻转课堂在内的学习方法的技术进步在护理教育中变得越来越流行。然而,没有发表专门探讨行为参与的综合评论，翻转课堂在护理教育中的认知参与和情感参与。
方法：人口，干预,比较,实施了成果和研究(PICOS)策略，以调查2013年至2021年在CINAHL发表的同行评审论文中的文献，MEDLINE和WebofScience。
结果：最初的搜索确定了280篇潜在相关文章。在使用几个分析阶段全面审查了初始集水区之后，最终审查考虑了16篇文章。大多数文章针对护理本科生，并在美国和澳大利亚进行。该综述主要确定了护理专业学生在学生参与方面的积极学习成果。然而,一些研究报告了相反的发现，可能是由于学生仍然依赖传统的基于讲座的课堂。
结论：这篇综述表明，在护理教育中使用FCM可以促进学生的行为参与和认知参与，但在情感参与方面产生混合的结果。这篇综述有助于我们理解翻转课堂方法对学生参与护理教育的影响，促进学生参与未来翻转课堂实践的策略以及对未来翻转课堂研究的建议。
背景：包括翻转课堂在内的学习方法的技术进步在护理教育中变得越来越流行。然而,没有发表专门探讨行为参与的综合评论，翻转课堂在护理教育中的认知参与和情感参与。
方法：人口，干预,比较,实施了成果和研究(PICOS)策略，以调查2013年至2021年在CINAHL发表的同行评审论文中的文献，MEDLINE和WebofScience。
结果：最初的搜索确定了280篇潜在相关文章。在使用几个分析阶段全面审查了初始集水区之后，最终审查考虑了16篇文章。大多数文章针对护理本科生，并在美国和澳大利亚进行。该综述主要确定了护理专业学生在学生参与方面的积极学习成果。然而,一些研究报告了相反的发现，可能是由于学生仍然依赖传统的基于讲座的课堂。
结论：这篇综述表明，在护理教育中使用FCM可以促进学生的行为参与和认知参与，但在情感参与方面产生混合的结果。这篇综述有助于我们理解翻转课堂方法对学生参与护理教育的影响，促进学生参与未来翻转课堂实践的策略以及对未来翻转课堂研究的建议。
