{Reference Type}: Journal Article
{Title}: Nursing students' experiences of flipped classroom teaching method in higher education: a systematic review.
{Author}: Morini S;Tavares S;Dutton H;
{Journal}: Br J Nurs
{Volume}: 33
{Issue}: 10
{Year}: 2024 May 23
暂无{DOI}: 10.12968/bjon.2024.33.10.464
{Abstract}: <B>UNASSIGNED: </B>During the COVID-19 pandemic face-to-face activities were suspended, boosting the delivery of online teaching. As students returned to campuses, the delivery of active learning teaching methods followed a blended learning style. The flipped classroom, which is a student-centred approach, appears to be an effective teaching method, generating improved learning outcomes. No systematic review has so far explored students' experiences of this teaching method - a knowledge gap that this review aims to address.<BR><B>UNASSIGNED: </B>Studies published between 2012 and 2023 were identified from seven databases. The JBI critical appraisal tool was adopted to select high-quality studies and add credibility. Following extraction of qualitative data, meta-aggregation was used to identify synthesised findings.<BR><B>UNASSIGNED: </B>The findings were aggregated into seven categories. Based on meaning similarity, three synthesised findings were identified to answer the research question on how nursing students experience the flipped classroom method.<BR><B>UNASSIGNED: </B>Several factors affect the student experience. Although variables are interrelated and complex to analyse, this approach is a valuable teaching method, positively experienced by students with the potential to improve engagement and learning outcomes. The group activities used as a feature of the flipped classroom can be seen as an instrument to deliver a safer and high quality of care.