ArticlePloS one2019
The effects of the flipped classroom in teaching evidence based nursing: A quasi-experimental study.
Article in PloS one, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 1 of them a synthesis that pooled it.
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Who cites it
17 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Self-efficacy in the context of nursing education and transition to practice as a registered practitioner: A systematic review.Nursing open · 2023Pooled it
- Effect of evidence-based education program with mentoring system for prevention of ventilator-associated pneumonia on nurses' competency to improve quality care for patients in the intensive care unit: a quasi-experimental study in a tertiary hospital in Bangladesh.Frontiers in public health · 2025Trial
- The effect of Flipped Classroom through Near Peer Education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: a solomon four-group design.BMC medical education · 2022Trial
- Effect of Training Program on Evidence-Based Practice Competencies in Hospital Nurses in Taiwan: A Quasi-Experimental Study.The journal of nursing research : JNR · 2025Article
- Effect of self-directed versus traditional learning model on nurses' airway management competencies and patients' airway-related incidents.BMC nursing · 2024Article
- Using a flipped teaching strategy in undergraduate nursing education: students' perceptions and performance.BMC medical education · 2024Article
- Biomedical students' self-efficacy and academic performance by gender in a flipped learning haematology course.BMC medical education · 2024Article
- Article
- The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review.Campbell systematic reviews · 2023Review
- The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study.BMC nursing · 2023Article
- Evaluation of Urinary Catheterization Competency and Self-Efficacy in Nursing Students Using the Flipped Classroom Approach.International journal of environmental research and public health · 2022Article
- Effectiveness of Digital Flipped Learning Evidence-Based Practice on Nurses' Knowledge, Attitude, and Practice: A Quasi-Experimental Trial.Healthcare (Basel, Switzerland) · 2022Article
- The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic.BMC nursing · 2022Article
- Can active learning techniques simultaneously develop students' hard and soft skills? Evidence from an international relations class.PloS one · 2022Article
- A Survey of College Students on the Preference for Online Teaching Videos of Variable Durations in Online Flipped Classroom.Frontiers in public health · 2022Article
- Experiences of nursing students under the unprecedented abrupt online learning format forced by the national curfew due to COVID-19: A qualitative research study.Nurse education today · 2021Article
- Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses.International journal of environmental research and public health · 2020Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEvidence-based nursing (EBN) has been an important training mechanism for improving the quality of clinical care. At present, the pedagogy focuses on the application of e-learning and team-based learning to enhance learners' engagement and learning effectiveness.
objectivesThis study applied the flipped classroom approach to conduct evidence-based nursing (EBN) teaching. The aim of this study is to elevate the learning effectiveness of the flipped classroom group to the traditional teaching group in terms of knowledge and self-efficacy in practice.
designA pretest-posttest nonequivalent control group with a quasi-experimental quantitative design.
methodsThe study recruited 151 nurses, of whom 75 were in the control group and 76 were in the experimental group. During the EBN course, the control group received training via traditional pedagogy while the experimental group engaged the flipped classroom approach. The learning effectiveness of EBN knowledge and self-efficacy in practice were evaluated across the three time points: pre-course, post-course, and one month after the course.
resultsIn both group the scores of the EBN knowledge and self-efficacy in practice improved after training. The scores of the experimental group increased significantly than in the control group. However, the scores declined in both groups one month after the course. Even so, the experimental group's score of self-efficacy in practice was still higher than that of the control group.
conclusionThe implementation of the flipped classroom approach and team-based learning effectively enhanced the learners EBN knowledge accumulation and self-efficacy in practice. The research results can be used as an important reference for improving clinical nursing teaching quality.
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