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Teaching bioscience to nursing students-What works?
Unni Knutstad1, Milada Cvancarova Småstuen1, Kari Toverud Jensen1
1Oslo Metropolitan University, Oslo, Norway.
Aim:
To compare the effects of flipped classroom and traditional auditorium lectures, on nursing students' examination results in bioscience.
Design:
An educational intervention study.
Methods:
All the first-year students in the bachelor programme (N = 493) were entered into a database and randomly assigned to the intervention or the control group in a course in bioscience. The outcome measures are the proportion of students who passed the examination, and the distribution of grades from A to E. Chi-square tests and Mann-Whitney Wilcoxon test were used. The odds to pass versus fail were modelled using binary logistic regression.
Results:
The proportion of students who did not pass the final examination was very similar in the intervention and the control groups, 21.4% and 23.6% (p = .574). Our data did not reveal any statistically significant differences concerning the distribution of grades (p = .691). Students with biology and/or natural science had higher odds for passing.
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