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Meta-Analysis of Flipped Learning Effects in Nursing Education

Author

Listed:
  • Inhee Park

    (Department of Nursing, Shinsung University, 1, Daehak-ro, Jeongmi-myeon, Dangjin-si 31801, Chungcheongnam-do, Korea)

  • Yeonok Suh

    (School of Nursing, Soonchunhyang University, 31 Soonchunhyang 6th Rd, Dongnam-gu, Cheonan-si 31151, Chungcheongnam-do, Korea)

Abstract

Background: This study is a meta-analysis confirming the effect size of clinical competence, critical thinking ability, self-directedness, and learning satisfaction, the outcome variables of flipped learning applied to nursing education. Methods: We selected 18 related studies that analyzed data using CMA (Comprehensive Meta-Analysis 2.2). Results: The effect size of the entire study was Hedges’ g = 0.68 (95% CI = 0.43~0.92). The heterogeneity of the overall effect size was I 2 = 90.7% (Q = 246.67, p < 0.001); critical thinking ability had an effect size of Hedges’ g = 0.87, learning satisfaction of Hedges’ g = 0.79, clinical competence of Hedges’ g = 0.53, and self-directedness of Hedges’ g = 0.37. The differences were statistically significant. Conclusion: Flipped learning can effectively improve nursing students’ clinical competence, critical thinking ability, self-direction, and learning satisfaction.

Suggested Citation

  • Inhee Park & Yeonok Suh, 2021. "Meta-Analysis of Flipped Learning Effects in Nursing Education," IJERPH, MDPI, vol. 18(23), pages 1-15, December.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:23:p:12814-:d:695478
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    References listed on IDEAS

    as
    1. Minkyung Gu & Sohyune R. Sok, 2020. "Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students," IJERPH, MDPI, vol. 17(18), pages 1-10, September.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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