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Examining Flipped Classroom and Project-Based Learning Integration in Older Adult Health Education: A Mixed-Methods
Fu-Chi Yang1,2, Hsiao-Mei Chen3,4
1Department of Healthcare Industry Technology Development and Management, College of Management, National Chin-Yi University of Technology, Taichung 411030, Taiwan.
Nursing Reports (Pavia, Italy)
|August 27, 2025
Summary
Integrating a flipped classroom, project-based learning (PBL), and clinical practicum significantly improved health students' willingness, teamwork, and learning outcomes in older adult care. This innovative approach enhances geriatric care competencies.
Area of Science:
- Geriatric Health Education
- Interdisciplinary Healthcare Training
- Pedagogy in Health Sciences
Background:
- Accelerating population aging necessitates increased demand for skilled older adult care professionals.
- Traditional teaching methods inadequately foster willingness to serve older adults and teamwork among students.
- Existing educational strategies require enhancement to meet the growing needs in geriatric care.
Purpose of the Study:
- To evaluate the impact of integrating a flipped classroom, project-based learning (PBL), and clinical practicum in a geriatric health internship course.
- To assess the effects of this integrated teaching approach on students' willingness to serve older adults, teamwork, and learning outcomes.
- To determine the effectiveness of innovative pedagogical strategies in preparing future healthcare professionals for geriatric care.
Main Methods:
- A mixed-methods design was employed with 88 interdisciplinary university students over an 18-week geriatric health internship course.
- The curriculum integrated flipped classroom, project-based learning (PBL), and hands-on clinical practicum activities.
- Data were collected via structured questionnaires and analyzed using paired t-tests, supplemented by qualitative feedback.
Main Results:
- Significant improvements were observed in students' willingness to serve older adults (68.93 to 73.15) and teamwork skills (67.33 to 71.45) (p = 0.001).
- Learning outcomes demonstrated a significant increase (89.84 to 102.14) (p = 0.001).
- Qualitative data indicated enhanced empathy, superior teamwork, and better application of knowledge in real-world geriatric care settings.
Conclusions:
- The integrated teaching approach combining flipped classroom, PBL, and clinical practicum is effective in enhancing students' competencies for older adult care.
- This pedagogical model successfully improves key attributes essential for geriatric healthcare professionals.
- Further research is recommended to explore the long-term and cross-cultural implications of this educational strategy.
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