ArticleBMC nursing2023
The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study.
Article in BMC nursing, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- The effects of flipped classroom versus lecture-based learning on academic performance and perceptions of classroom environment among nursing students: a randomized controlled trial.BMC medical education · 2026Trial
- The Impact of Rain classroom-based flipped classroom (RC-BFC) on surgical nursing education enhancement.BMC nursing · 2026Article
- A flipped classroom improves medical students' skills how to manage medical emergencies-an intervention-control study.BMC medical education · 2025Article
- Nursing Students' Competency about Writing Nursing Care Plan: An Exploratory Study in Iran.Journal of nursing management · 2024Article
- Evaluating Medical Student Engagement in Flipped Classrooms: Insights on Motivation and Peer Learning.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
backgroundThe flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms. PURPOSE: This study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course.
methodsA pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students' learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences.
resultsStudents in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported.
conclusionA blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.
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