Meta-Analysis of Flipped Learning Effects in Nursing Education

Inhee Park, Yeonok Suh, Inhee Park, Yeonok Suh

Abstract

Background: This study is a meta-analysis confirming the effect size of clinical competence, critical thinking ability, self-directedness, and learning satisfaction, the outcome variables of flipped learning applied to nursing education.

Methods: We selected 18 related studies that analyzed data using CMA (Comprehensive Meta-Analysis 2.2).

Results: The effect size of the entire study was Hedges' g = 0.68 (95% CI = 0.43~0.92). The heterogeneity of the overall effect size was I2 = 90.7% (Q = 246.67, p < 0.001); critical thinking ability had an effect size of Hedges' g = 0.87, learning satisfaction of Hedges' g = 0.79, clinical competence of Hedges' g = 0.53, and self-directedness of Hedges' g = 0.37. The differences were statistically significant.

Conclusion: Flipped learning can effectively improve nursing students' clinical competence, critical thinking ability, self-direction, and learning satisfaction.

Keywords: clinical competence; critical thinking; meta-analysis; satisfaction; self-directedness.

Conflict of interest statement

The authors declare no competing interest.

Figures

Figure 1
Figure 1
Flowchart of study selection.
Figure 2
Figure 2
Forest plot of effect size of flip learning for nursing students.
Figure 3
Figure 3
Publication bias.

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