Volume 18, Issue 7 (October 2020)                   Nursing and Midwifery Journal 2020, 18(7): 555-566 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Asadnejhad N, Adib Y, Yari J, Maleki-Avarsin S. Identifying the characteristics of Flipped curriculum objectives based on Problem-Based Learning. Nursing and Midwifery Journal 2020; 18 (7) :555-566
URL: http://unmf.umsu.ac.ir/article-1-4230-en.html
1- PhD. Student, Department of Education, Faculty of Humanities, Tabriz University, Tabriz, Iran
2- Department of Education, Faculty of Humanities, Tabriz University, Tabriz, Iran (Corresponding Author) , adm1354@yahoo.com
3- Department of Education, Faculty of Humanities, Islamic Azad University, Tabriz, Iran
Abstract:   (2120 Views)
Background& Aims: The aim of this study was to identify the characteristics of flipped curriculum objectives based on problem-based learning for nursing students. Materials & Methods: The research method was multidisciplinary (quantitative and qualitative) Systematic review of texts and semi-structured interviews with nursing, educational sciences, and psychology experts and professors were conducted to identify the characteristics of the elements of the inverted curriculum objectives for the field of nursing. In the last stage, synthesis research method (combining the results of qualitative and quantitative studies in common areas of research) and analytical-inferential method were used to collect and analyze the data. The statistical population of the research in the first method included all published documents available in 2010. In the second method, the participants included 8 specialists in nursing, educational sciences, and psychology who were purposefully selected and interviewed. To analyze the data, the systematic coding method was used in four steps. After identifying the initial codes, the concepts were identified and sub-categories were compiled in the form of the desired dimensions. Data analysis was performed using MAXQDA10 software. Results: The findings showed that the characteristics of the flipped curriculum objectives elements can be presented in three main themes: functional, educational, and approach goals. Conclusion: Findings suggest that this approach can strengthen the skills of independence in learners' learning and also help the desired skills in the curriculum objectives in a desirable way
Full-Text [PDF 3336 kb]   (514 Downloads)    
Type of Study: Qualitative | Subject: آموزش علوم پزشکی

1. QS Quacquarelli Symonds (Firm). QS employer insights report 2020
2. Huang CY, Wang YH. Toward an integrative nursing curriculum: combining team-based and problem-based learning with emergency-care scenario simulation Int J Environ Res Public Health 2020;17(12):4612 [DOI:10.3390/ijerph17124612] [PMID] [PMCID]
3. Della Ratta CB. Flipping the classroom with team-based learning in undergraduate nursing education. Nurse Educ 2015; 40(2):71-4. [DOI:10.1097/NNE.0000000000000112] [PMID]
4. Akhoundzadeh K, Ahmari Tehran H, Salehi S, Abedini Z. Critical thinking in nursing education in Iran. Iran J Med Educ 2011;11(3):210-21. (Persian) [URL]
5. Tiwari A, Avery A, Lai P. Critical thinking disposition of Hong Kong Chinese and Australian nursing students. J Adv Nurs 2003;44(3):298-307 [DOI:10.1046/j.1365-2648.2003.02805.x] [PMID]
6. Zhang H, Lambert V. Critical thinking dispositions and learning styles of baccalaureate nursing students from China. Nurs Health Sci 2008;10(3):175-81. [DOI:10.1111/j.1442-2018.2008.00393.x] [PMID]
7. Kaya H, Şenyuva E, Bodur G. Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research. Nurse Educ Today 2017 ;48:72-7 [DOI:10.1016/j.nedt.2016.09.011] [PMID]
8. Huang CY, Wang YH. Toward an integrative nursing curriculum: combining team-based and problem-based learning with emergency-care scenario simulation. Int J Environ Res Public Health 2020;17(12):4612. [DOI:10.3390/ijerph17124612] [PMID] [PMCID]
9. Safaei Movahhed S. Under the Skin of University: Uncovering Academic Exploitation in Iranian Higher Education. Journal of Higher Education Curriculum Studies 2017;15: 7-34 (Persian). [Google Scholar]
10. Vahdani-Asadi M. and etal. Validation of educational design template, for teaching ethics. Quarterly Journal of Educational Psychology. 12(40): 191-211 [in Persian] [URL]
11. MehrMohammadi M, Mahmoudi F. Inversion: A New Approach to Designing Vocational Education Curricula (with Emphasis on Educational Sciences). Bi-Quarterly Journal of Higher Education Curriculum Studies, 2011. [persian] [URL]
12. MehrMohammadi M. Rethinking the teaching-learning process. Tehran: Madraseh; 2017. (Persian) [URL]
13. Compton RM, Owilli AO, Norlin EE, Murdoch NL. Does problem-based learning in Nursing Education Empower Learning? Nurse Educ Pract 2020 ;44:102752. [DOI:10.1016/j.nepr.2020.102752] [PMID]
14. Sharma N, Lau C, Doherty I, Harbutt D. How we flipped the medical classroom. Med Tea 2015; 37(4):327-30. [DOI:10.3109/0142159X.2014.923821] [PMID]
15. Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Adv Physiol Educ 2013; 37(4):316-20. [DOI:10.1152/advan.00091.2013] [PMID]
16. McLaughlin JE, Griffin LM, Esserman DA, Davidson CA, Glatt DM, Roth MT, et al. Pharmacy student engagement, performance, and perception in a flipped satellite classroom. Am j pharm Educ 2013; 77(9):1-8. [DOI:10.5688/ajpe779196] [PMID] [PMCID]
17. Wong TH, Ip EJ, Lopes I, Rajagopalan V. Pharmacy students' performance and perceptions in a flipped teaching pilot on cardiac arrhythmias. Am j pharm Educ 2014; 78(10):1-6. [DOI:10.5688/ajpe7810185] [PMID] [PMCID]
18. Park SE, Howell TH. Implementation of a flipped classroom educational model in a predoctoral dental course. J Dent Educ 2015;79(5):563-70. [DOI:10.1002/j.0022-0337.2015.79.5.tb05916.x]
19. Lee YL, Gau BS, Chang M, Yang HL, Tsai S. The Application of Problem-based Learning in a Pediatric Nursing Bachelor Program. J Med Edu 2007; 11: 284-96
20. Lee SH, Lin YJ, Yen WJ, Liao WC, Yuan SC, Kuo PC, et al. Learning Experiences of Junior Nursing Students in a Pilot Learning Experiences of Junior Nursing Students in a Pilot Problem-Based Learning Program. Chung Shan Med J 2010; 21: 79-89. []
21. Chiu WH, Chao SY. A Reflection on innovative nursing teaching strategies following an experience training competitors for the worldskills competition. J Nurs 2018; 65: 26-31. [Google Scholar]
22. Jafaraghaie F, Dehghanzadeh S, Khordadi-Astane H. Nursing students' experience in a flipped classroom method. Research in Medical Education 2017; 9 (1) :36-27. (Persian) [DOI:10.18869/acadpub.rme.9.1.36]
23. Dehghanzadeh S, Alizadeh S. Explaining Nursing Students' Experiences of a Flipped Classroom: A qualitative Study. J Med Educ Dev 2018; 11 (31) :1-15. (Persian) [DOI:10.29252/edcj.11.31.1]
24. Chang YH, Song AC, Fang RJ. Integrating ARCS Model of Motivation and PBL in Flipped Classroom: a Case Study on a Programming Language. EURASIA Journal of Mathematics Science and Technology Education 2018; 14(12):em1631. [DOI:10.29333/ejmste/97187]
25. Fedeli M, Vardanega T. Enhancing Active Learning and Fostering Employability: The Experience of a Two‐Stage Capstone Project at the University of Padova. New Directions for Adult and Continuing Education 2019; 163: 25-35. [DOI:10.1002/ace.20339]
26. Mehrmohammadi M. Inversion in the design of professional. Mission-oriented curricula. Iranian Curriculum Studies Association Conference. 2017. (Persian)
27. Zhao X, Cong L. Effect of problem and scripting-based learning combining wearable technology on orthopedic operating room nurses' learning outcomes. Nurse Educ Today 2019 ;73:13-6. [DOI:10.1016/j.nedt.2018.11.005] [PMID]
28. Fesharaki M, Islami M, Moghimian M, Azarbarzin M. The Effect of Lecture in comparison with Lecture and Problem Based Learning on Nursing Students Self-Efficacy in Najafabad Islamic Azad University. Iran J Med Educ 2010; 10 (3) :262-8. (Persian) [URL]
29. Dehghanzadeh S, Jafaraghaie F, Khordadi Astane H. The Effect of Flipped Classroom On Critical Thinking Disposition in Nursing Students. Iran J Med Educ 2018; 18 :39-48. (Persian) [Google Scholar]
30. Penjvini S, Shahsawari S. Comparing problem based learning with lecture based learning on medicine giving skill to newborn in nursing students. J Nurs Educ Prac 2013;3(9):53. (Persian) [DOI:10.5430/jnep.v3n9p53]
31. Khatiban M, Sangestani G. The effects of using problem-based learning in the clinical nursing education on the students' outcomes in Iran: a quasi-experimental study. Nurse Educ Pract 2014;14(6):698-703. (Persian)] [DOI:10.1016/j.nepr.2014.10.002] [PMID]
32. Chen JY. Problem-based learning: developing resilience in nursing students. Kaohsiung J Med Sci 2011 ;27(6):230-3. [DOI:10.1016/j.kjms.2010.11.005] [PMID]
33. Clark CM, Ahten SM, Macy R. Using problem-based learning scenarios to prepare nursing students to address incivility. Clin Simul Nurs 2013 ;9(3):e75-83. [DOI:10.1016/j.ecns.2011.10.003]
34. González-Jiménez E, Enrique-Mirón C, González-García JA, Fernández-Carballo D. Problem-based learning in prenursing courses. Nurse Educator 2016 ;41(3):E1-3. [DOI:10.1097/NNE.0000000000000202] [PMID]
35. Li Y, Wang X, Zhu XR, Zhu YX, Sun J. Effectiveness of problem-based learning on the professional communication competencies of nursing students and nurses: A systematic review. Nurse education in practice 2019 ;37:45-55. [DOI:10.1016/j.nepr.2019.04.015] [PMID]
36. Millanzi WC, Kibusi SM. Exploring the effect of problem‐based facilitatory teaching approach on metacognition in nursing education: A quasi‐experimental study of nurse students in Tanzania. Nursing Open 2020;7(5):1431-45. [DOI:10.1002/nop2.514] [PMID] [PMCID]
37. Yoshida M, Miura Y, Yabunaka K, Sato N, Matsumoto M, Yamada M, et al. Efficacy of an education program for nurses that concerns the use of point-of-care ultrasound to monitor for aspiration and pharyngeal post-swallow residue: A prospective, descriptive study. Nurse Education in Practice 2020 ;29:102749. [DOI:10.1016/j.nepr.2020.102749] [PMID]
38. Sayyah M, Shirbandi K, Saki-Malehi A, Rahim F. Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis. Advances in medical education and practice 2017;8:691. [DOI:10.2147/AMEP.S143694] [PMID] [PMCID]
39. Lucas KH, Testman JA, Hoyland MN, Kimble AM, Euler ML. Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences. Am J Pharm Educ 2013;77(8):171. [DOI:10.5688/ajpe778171] [PMID] [PMCID]

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2023 CC BY-NC 4.0 | Nursing And Midwifery Journal

Designed & Developed by : Yektaweb