Effects of a Flipped Classroom for Nursing Students Studying Biostatistics: Changes in Depth of Learning
Nursing students have been found not only to struggle with applying biostatistics knowledge in critical appraisal of research articles but also to lack interest in studying biostatistics. This study assessed the experiences of 51 baccalaureate nursing students studying biostatistics under a flipped classroom curriculum and particularly focused on the inferential statistics units of the curriculum. The curriculum design was based on the revised Bloom’s Taxonomy, and it aligned with the learning objectives of the nursing program. The curriculum featured teaching activities and learning evaluations. Learning outcomes were multidimensionally assessed according to students’ worksheets, academic performance, and questionnaire responses. In their worksheets, the flipped classroom students presented competence in reading and appraising biostatistical research results. This study found that students who participated in the flipped classroom achieved better scores than the non-flipped-classroom students. The questionnaire results revealed that the number of students who had in-depth knowledge of the subject increased after implementation of the flipped classroom curriculum. The students perceived that the flipped classroom style promoted “learning motivation”, “comprehension through discussion”, “comprehension through repetitive study” and “learning autonomy”. The author’s teaching evaluation scores was ranked in the top 10% compared with her university colleagues in the academic year of 2015-2016.
|關鍵詞||翻轉教學、Bloom修訂版認知教育目標分類、生物統計、護理系學生、flipped classroom、revised Bloom’s Taxonomy、biostatistics、baccalaureate nursing students|