کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
5570562 | 1403757 | 2017 | 38 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
An Integrative Review of Flipped Classroom Teaching Models in Nursing Education
ترجمه فارسی عنوان
مرور یکپارچه از مدل های تدریس کلاس درس در آموزش پرستاری
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کلمات کلیدی
کلاس لغزنده، بررسی یکپارچه، آموزش پرستاری، دانشجویان پرستاری، مدل های تدریس،
موضوعات مرتبط
علوم پزشکی و سلامت
پرستاری و مشاغل بهداشتی
پرستاری
چکیده انگلیسی
Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Professional Nursing - Volume 33, Issue 2, MarchâApril 2017, Pages 133-144
Journal: Journal of Professional Nursing - Volume 33, Issue 2, MarchâApril 2017, Pages 133-144
نویسندگان
Veronica P.S. PhD, RN, ACNS-BC, FWACN, Emilie MSLIS, Mei Ching PhD, RN, CHPN, Dzifa PhD, RN, Nina M. DNP, RN, NE-BC, CCRA, Louise S. PhD, RN, FAHA, ANEF,