Flipped classroom: nursing degree experience

Authors

  • Mª Pilar Sabater Mateu University of Barcelona
  • Jorge Juan Curto García University of Barcelona
  • Àngela Rourera Roca University of Barcelona
  • Mª Carmen Olivé Ferrer University of Barcelona
  • Silvia Costa Abós University of Barcelona
  • Sara Castillo Ibáñez
  • Amparo del Pino Gutíerrez University of Barcelona

DOI:

https://doi.org/10.1344/RIDU2017.9.10

Keywords:

Collaborative learning, Flipped classroom, Formative assessment, Nursing Degree, Active learning methodologies, Psychosocial Sciences Applied to Health

Abstract

At flipped classroom, students work autonomously with tasks previously prepared for this purpose by the professorship. Objective: To evaluate the flipped classroom as innovation teaching and contrast group results with traditional teaching. Context: first course of Nursing Degree at Psychosocial Sciences Applied to Health, core subject (Group C, n = 81). Methodology: qualitative and quantitative, including ad hoc standardized instruments and emphasizing the evaluation performed by peers and verbal verification on the content. The whole process was supervised by lecturers. Evaluation: We conducted the evaluation of the control group and the experimental group, and they compare the results of the rating results. Results: Score out of 10 with means and standard deviation: Intraclass, higher flipped classroom (7,96 + 0,67) vs (5,89 + 1,26) in test (p-value <0,001). Interclass, experimental group (5,89 + 1,26) and control group (6,02 + 1,16) (p-value 0,508). Statistically significant differences were not found. Conclusion: Without test preparation and great additional effort, highlighted the satisfaction for lecturers and students, flipped classroom was clearly favorable for the acquisition of knowledge in the subject tested.

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Published

2017-01-29

Issue

2017: Núm. 9

Section

Articles

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