title: An Integrative Review of Flipped Classroom Teaching Models in Nursing Education.
abstract: Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches.
authors.affiliation: Assistant Professor, University of Maryland - School of Nursing, Baltimore, MD, 21201. Electronic address: Njie-carr@son.umaryland.edu.
authors.forename: Veronica P S
authors.initials: VP
authors.lastname: Njie-Carr
authors.affiliation: Research, Education and Outreach Librarian, Health Sciences and Human Services Library.
authors.forename: Emilie
authors.initials: E
authors.lastname: Ludeman
authors.affiliation: Assistant Professor, University of Maryland School of Nursing.
authors.forename: Mei Ching
authors.initials: MC
authors.lastname: Lee
authors.affiliation: Assistant Professor, University of Maryland School of Nursing.
authors.forename: Dzifa
authors.initials: D
authors.lastname: Dordunoo
authors.affiliation: Associate Dean for the Bachelor of Science in Nursing Program, University of Maryland School of Nursing; Professor, University of Maryland School of Nursing.
authors.forename: Nina M
authors.initials: NM
authors.lastname: Trocky
authors.affiliation: Director, Institute for Educators, University of Maryland School of Nursing.
authors.forename: Louise S
authors.initials: LS
authors.lastname: Jenkins
mesh_terms: D003479:Curriculum; D004506:Education, Nursing; D006801:Humans; D017145:Models, Educational; D018794:Problem-Based Learning / Q000379:methods; D013338:Students, Nursing; D013663:Teaching; D013850:Thinking
keywords: Flipped classroom; Integrative review; Nursing education; Nursing students; Teaching models