Flipped Classroom with Team-based Learning in Evidence-Based Nursing

Background and purpose: Medical student and nurse's problem solving skills, team work and communication have been promoted in recent years through novel designs such as flipped classrooms with team-based learning curriculum. Methods: Our hospital encourages the ＂flipped classroom＂ design so that the team-based learning method is combined with flipped classroom for the due appraisal of teaching literature. In this study, we share our experiences from course learning objectives, team composition, pre-course reading and an assigned homework and team-based learning activity design in order to elaborate and evaluate this training program. Results: We have shown that implementing a ＂flipped classroom＂ with a team-based learning model in order to teach literature appraisal skills in evidence-based nursing is not only possible but may as well constitute an improved learning opportunity for nurses, providing a point of reference for clinical teachers who might want to implement the ＂flipped classroom＂ model of teaching. Conclusion: Follow-up work is needed in order to evaluate the effectiveness of this model on both learning and clinical practices.

關鍵字

Evidence-based nursing ； Systematic review ； Meta-analysis ； Flipped classroom ； Appraisal skill ； Team-based learning

並列摘要

背景及目的：近年來，透過新穎設計的翻轉課堂和團隊導向學習課程，提高了醫學生和護理人員的問題解決能力、團隊合作和溝通能力。方法：本院鼓勵課堂教學的翻轉設計，因此將團隊導向學習方法與課堂教學相結合來進行文獻評讀的教學。在此研究中，我們分享了許多教學經驗，從課程學習目標、團隊組成、課前閱讀和作業指派、團隊導向學習活動設計到此訓練課程的評估。結果：實施團隊導向學習模式的翻轉課堂，以教授實證護理文獻評讀技能，不僅是可能的，可為護理人員提供更好的學習機會，並且可做為臨床教師實施翻轉課堂教學之參考。結論：此模式在學習和臨床實踐中的成效，仍需要進行後續追蹤來加以評估。

並列關鍵字

實證護理；系統性回顧；翻轉課堂；評讀技巧；團隊導向學習

國際替代計量

Flipped Classroom with Team-based Learning in Evidence-Based Nursing

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