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Exploring flipped classrooms in undergraduate nursing and health science: A systematic review
Affiliation:1. Ontario Tech University, Faculty of Health Sciences, 2000 Simcoe Street North, Oshawa, Ontario L1G 0C5, Canada;2. Ontario Tech University, Faculty of Education, 11 Simcoe Street North, Oshawa, Ontario L1G 4R7, Canada;1. Community Addictions Staff Nurse, NHS Borders, Scotland, UK;2. School of Health and Social Care, Edinburgh Napier University, Scotland, UK;1. Nursing Department, The Third Xiangya Hospital, Central South University, Changsha, Hunan, China;2. Xiangya School of Nursing, Central South University, Changsha, Hunan, China;3. Clinical Nursing Safety Management Research Center of Central South University, Changsha, Hunan, China;4. The Hong Kong Polytechnic University, Department of Rehabilitation Sciences, Hong Kong, China;1. Department of Medicine, Udine University, Italy;2. Angela Boškin Faculty of Health Care, Jesenice, Slovenia;3. Azienda Sanitaria Universitaria Friuli Centrale, Udine, Italy;4. Department of Economics and Statistics, University of Udine, Udine, Italy;1. Department of Nursing, Taipei Veterans General Hospital, No. 201, Sec. 2, Shipai Rd, Beitou District, Taipei City 11217, Taiwan, ROC;2. Department of Nursing, Tzu Chi University of Science and Technology, No. 880, Sec. 2, Jianguo Rd., Hualien 970, Taiwan, ROC;3. Department of Allied Health Education and Digital Learning, National Taipei University of Nursing and Health Sciences, No. 365, Mingde Rd, Beitou District, Taipei City 11219, Taiwan, ROC;4. School of Nursing, Cedarville University, 251 N. Main St., Cedarville, OH 45314, USA
Abstract:
Keywords:Academic performance  Blending learning  Curriculum design  Flipped classroom  Higher education  Self-efficacy  Student satisfaction
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