摘要：Background: New teaching strategies must be developed not only to enhance nurse’s competence but also to
allow nurses to respond to the complex health care needs of today’s society. The purpose of this study was to
explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for
students in a two-year Bachelor of Science in Nursing program.
Methods: The study had a quasi-experimental design. An 18-week flipped classroom teaching approach was
applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 in the
experimental group and 198 in the control group. The Self-Evaluated Core Competencies Scale, Metacognitive
Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction
questionnaire were used to evaluate the students’ learning outcomes.
Results: The experimental group showed a statistically significant increase in the overall scores for self-evaluated
core competencies, the “self-modification” subscale of the Metacognitive Inventory for Nursing Students, and in
overall self-directed learning readiness; further, they also showed high levels of course satisfaction.
Conclusions: A flipped classroom teaching approach had a positive impact on student’s learning motivation and
contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with
hybrid teaching methods is a suitable and effective learning strategy for a registered nurse (RN) to Bachelor of
Science in Nursing (BSN) program to tackle today’s complex revolution in nursing curricula, and may enhance
nursing students’ abilities to address numerous challenges.
关键词：Flipped classroom; Adult-health nursing; Bachelor of science in nursing
