Effects of Flipped, Web-Based, and Traditional Learning Models on Clinical Nurses' Self-Directed Learning and...

Area of Science:

• Nursing Education
• Healthcare Professional Development
• Adult Learning Theory

Background:

• Global health crises, conflicts, and AI increase nursing complexity.
• Clinical nurses require enhanced self-directed learning and metacognitive skills.
• Existing educational interventions primarily target nursing students, neglecting clinical nurses and innovative methods.

Purpose of the Study:

• To compare the effectiveness of flipped learning, web-based learning, and traditional instruction.
• To assess the impact on clinical nurses' self-directed learning and metacognitive thinking.
• To evaluate the enhancement of evidence-based practice (EBP) skills.

Main Methods:

• A randomized controlled trial involving 45 clinical nurses.
• Three groups: flipped learning, web-based learning, and traditional classroom instruction.
• Data collected using validated scales pre-intervention, immediately post-intervention, and one month later.

Main Results:

• Both flipped learning and web-based learning significantly improved self-directed learning and metacognitive thinking compared to traditional learning.
• No significant difference in outcomes was observed between flipped and web-based learning models.
• These innovative approaches demonstrated superior effectiveness in enhancing key nursing skills.

Conclusions:

• Flexible, innovative learning approaches effectively enhance clinical nurses' self-directed learning and metacognitive abilities.
• Flipped and web-based learning are viable alternatives to traditional methods for EBP training.
• Integrating these methods into continuing nursing education can improve the quality of patient care.