Publication: Effectiveness of the flipped classroom methodology on the learning of evidence-based practice of nursing students: Quasi-experimental design
Authors
Ruzafa Martinez, Maria ; Molina Rodríguez, Alonso ; Pérez Muñoz, Verónica ; Leal Costa, Cesar ; Ramos Morcillo, Antonio Jesús
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Publisher
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DOI
https://doi.org/10.1016/j.nedt.2023.105878
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info:eu-repo/semantics/article
Description
©2023. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the, Accepted, version of a Published Work that appeared in final form in Nurse Education Today 1. To access the final edited and published work see https://doi.org/10.1016/j.nedt.2023.105878
Abstract
Background: International organizations recognize the importance of evidence-based practice (EBP) for nurses.
The objective of teaching EBP in the Nursing degree is to train future nurses on this subject. Different teaching
models exist for this, from less active traditional models to more active ones such as the flipped classroom.
Objective: To compare the degree of EBP competence of undergraduate nursing students after an EBP course,
through the application of a traditional methodology versus a flipped classroom methodology.
Design: Quasi-experimental study of non-equivalent groups.
Setting: The study was composed by a group of students who received training on EBP with the traditional model
(face-to-face), and another intervention group with whom the flipped classroom model was utilized, using the
online teaching platform EBP-eToolkit.
Participants: The study was conducted with 4th-year Nursing degree students enrolled in the course evidencebased
practice, in academic years 2019/20 and 2021/2022.
Methods: Before and after the course, the students completed a questionnaire about EBP competence (EBP-COQ),
and an objective test was given at the end of the year.
Results: A sample of 152 students in the face-to-face group (control), and 143 students in the flipped classroom
group (intervention) participated. The intervention group significantly improved its competence on attitude (p =
0.01, η2 = 0.022), skills (p = 0.019, η2 = 0.018), and global competence in EBP (p = 0.003, η2 = 0.030), with
respect to those who were taught using the traditional method. However, there were no significant differences in
the impact on knowledge, neither through the self-report dimension of the EBP-COQ (p = 0.188) nor the final test
score, control group 6.89 (SD: 1.35) and flipped classroom group 7.12 (SD: 1.53) (p = 0.206).
Conclusions: The flipped classroom model is adequate for the teaching of EBP to undergraduate nursing students.
It produced a slight increase in attitude, as well as in skills and global competence in EBP. Nevertheless, this
increase was not significantly different from face-to-face learning in terms of impact on EBP knowledge.
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Citation
Nurse Education Today 128 (2023) 105878
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