%0 Journal Article
%T Combination of concept maps and case-based learning in a flipped classroom: A mixed-methods study.
%A Xu G
%A Lin Y
%A Ye Y
%A Wu W
%A Zhang X
%A Xiao H
%J Nurse Educ Pract
%V 76
%N 0
%D 2024 Mar 14
%M 38377932
%F 3.43
%R 10.1016/j.nepr.2024.103918
%X <B>OBJECTIVE: </B>This study aimed to evaluate the impact of a hybrid learning method on the academic achievements, learning skills and experiences of undergraduate nursing students.<BR><B>BACKGROUND: </B>Case-based learning is a student-centered approach that is commonly integrated into the flipped classroom model in nursing education. However, effectively combining the flipped classroom model and case-based learning into a hybrid learning format is challenging. To address this gap, this study integrated concept maps with case-based learning and the flipped classroom and evaluated the impact of this hybrid learning method on the academic achievements, learning skills and experiences of undergraduate nursing students.<BR><B>METHODS: </B>A mixed-methods approach, including a quasi-experimental study and semi-structured interviews, was employed.<BR><B>METHODS: </B>A total of 277 undergraduate nursing students participated, with 136 students in the control group undergoing case-based learning and 141 students in the experimental group taught using the hybrid learning approach, which combined concept maps, case-based learning and a flipped classroom. The study assessed self-directed learning, critical thinking, learning strategy and curriculum grades in both groups before and after the intervention. Additionally, students in the experimental group participated in semi-structured interviews.<BR><B>RESULTS: </B>The quantitative findings indicated that both case-based learning and the hybrid learning method (combined concept maps, case-based learning and a flipped classroom) had similar impacts on the curriculum grades, self-directed learning, cognitive maturity and learning strategy of nursing students. The qualitative results further demonstrated how the hybrid approach facilitated integrated learning, promoted self-evaluation, aided adaptation to the flipped classroom and enhanced teacher-student interaction.<BR><B>CONCLUSIONS: </B>Combining case-based learning, a flipped classroom and concept maps is an effective learning approach for undergraduate nursing students. It may improve students' self-directed learning, cognitive maturity and learning strategy. Additionally, concept maps are a beneficial supplement to case-based learning and a flipped classroom in terms of guiding integrated learning, promoting self-evaluation, enhancing adaptation to a flipped classroom and increasing interaction between teachers and students and between classmates.