The Application of Case-Based Learning with Microlectures and Flipped Classroom Teaching Methods in the Teaching of Physiology to Nursing Undergraduates
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| Title: | The Application of Case-Based Learning with Microlectures and Flipped Classroom Teaching Methods in the Teaching of Physiology to Nursing Undergraduates |
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| Language: | English |
| Authors: | Gui-Feng Lu (ORCID |
| Source: | Innovations in Education and Teaching International. 2025 62(4):1149-1162. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Case Method (Teaching Technique), Lecture Method, Flipped Classroom, Undergraduate Students, Nursing Students, Physiology, Instructional Effectiveness, Nursing Education |
| DOI: | 10.1080/14703297.2024.2357711 |
| ISSN: | 1470-3297 1470-3300 |
| Abstract: | A blended teaching mode is necessary to improve the study efficiency of nursing students. This study aimed to explore the effects of the use of case-based learning (CBL), involving microlectures and flipped classroom teaching methods (flipped CBL mode), via online tools on the teaching of physiology to nursing undergraduates. A total of 207 nursing undergraduates were divided into a control group and a flipped CBL group. The control group received lecture-based learning, while the flipped CBL group received flipped CBL. The results showed that the final exam scores of the flipped CBL group were higher than those of the control group. The majority of nursing students believed that the flipped CBL model could provide guidance for future clinical practice, and could help in their study of physiology. Thus, the use of flipped CBL mode may improve the quality of teaching of physiology and enhance the comprehension and clinical thinking skills of nursing students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476985 |
| Database: | ERIC |
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| Abstract: | A blended teaching mode is necessary to improve the study efficiency of nursing students. This study aimed to explore the effects of the use of case-based learning (CBL), involving microlectures and flipped classroom teaching methods (flipped CBL mode), via online tools on the teaching of physiology to nursing undergraduates. A total of 207 nursing undergraduates were divided into a control group and a flipped CBL group. The control group received lecture-based learning, while the flipped CBL group received flipped CBL. The results showed that the final exam scores of the flipped CBL group were higher than those of the control group. The majority of nursing students believed that the flipped CBL model could provide guidance for future clinical practice, and could help in their study of physiology. Thus, the use of flipped CBL mode may improve the quality of teaching of physiology and enhance the comprehension and clinical thinking skills of nursing students. |
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| ISSN: | 1470-3297 1470-3300 |
| DOI: | 10.1080/14703297.2024.2357711 |
