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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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The Scientific Method in Nursing Process01:18

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The scientific method provides the foundation for any research. It is the most reliable and objective of all forms of gaining knowledge and guides in applying research-based evidence in practice and conducting future research.
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Fundamentals of Nursing Process I01:27

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The nursing process is the core of practice for every registered nurse to deliver holistic, patient-focused care. The following are the five steps in the nursing process.
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Nursing Implementation01:15

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Implementation is the execution of the nursing care plan developed during the planning phase.
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Related Experiment Video

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Using Mouse Mammary Tumor Cells to Teach Core Biology Concepts: A Simple Lab Module
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Teaching bioscience to nursing students-What works?

Unni Knutstad1, Milada Cvancarova Småstuen1, Kari Toverud Jensen1

  • 1Oslo Metropolitan University, Oslo, Norway.

Nursing Open
|February 11, 2021
PubMed
Summary

The flipped classroom teaching method did not significantly alter nursing students' bioscience examination results compared to traditional lectures. Student performance in bioscience courses remained comparable across both educational approaches.

Keywords:
bioscienceeducationflipped classroomnursesnursingstudents

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Area of Science:

  • Biosciences Education
  • Nursing Education

Background:

  • Traditional auditorium lectures are a common method for delivering bioscience content to nursing students.
  • The flipped classroom model offers an alternative pedagogical approach with potential benefits for student engagement and learning outcomes.

Purpose of the Study:

  • To compare the effectiveness of the flipped classroom model versus traditional lectures on nursing students' bioscience examination performance.
  • To analyze differences in examination pass rates and grade distributions between the two teaching methods.

Main Methods:

  • An educational intervention study involving 493 first-year nursing students.
  • Random assignment to either a flipped classroom (intervention) or traditional lecture (control) group for a bioscience course.
  • Analysis of examination results, including pass/fail proportions and grade distributions, using statistical tests (Chi-square, Mann-Whitney Wilcoxon, binary logistic regression).

Main Results:

  • No statistically significant difference was found in the proportion of students passing the examination between the flipped classroom (21.4%) and traditional lecture (23.6%) groups (p=0.574).
  • The distribution of grades (A-E) also showed no significant differences between the two groups (p=0.691).
  • Prior background in biology or natural science was associated with higher odds of passing the examination.

Conclusions:

  • The flipped classroom approach did not yield significantly different examination results compared to traditional lectures for nursing students in bioscience.
  • Pedagogical strategies may need further refinement to impact bioscience examination outcomes in nursing education.
  • Student's prior academic background in science is a significant factor influencing success in bioscience examinations.