Meta-Analysis of Flipped Learning Effects in Nursing Education

Area of Science:

• Nursing Education
• Educational Psychology

Background:

• Flipped learning is an instructional strategy increasingly applied in nursing education.
• This study addresses the need to quantify the effectiveness of flipped learning on specific student outcomes.

Purpose of the Study:

• To conduct a meta-analysis on the effect size of flipped learning in nursing education.
• To evaluate the impact of flipped learning on clinical competence, critical thinking ability, self-directedness, and learning satisfaction.

Main Methods:

• A systematic meta-analysis was performed.
• Data from 18 selected studies were analyzed using Comprehensive Meta-Analysis (CMA) software.

Main Results:

• The overall effect size for flipped learning in nursing education was Hedges' g = 0.68.
• Significant effect sizes were found for critical thinking ability (g = 0.87), learning satisfaction (g = 0.79), clinical competence (g = 0.53), and self-directedness (g = 0.37).
• High heterogeneity was observed across studies (I² = 90.7%).

Conclusions:

• Flipped learning is an effective pedagogical approach for improving nursing students' critical thinking ability and learning satisfaction.
• The findings support the integration of flipped learning to enhance clinical competence and self-directedness in nursing education.