Flipped Classroom: Impact on Self-Efficacy and Evidence-Based Practice for Nursing Students
Bibliographic record
Abstract
Context: EBP is the preferred approach to clinical decision-making in order to respond to the increasing complexity of health situations (DiCenso et al., 2005). Despite its importance in providing quality care, the use of evidence-based clinical decision-making remains sub-optimal in nursing (Forsman, Wallin, Gustavsson & Rudman, 2012; Melnyk, Fineout Overholt, Gallagher-Ford & Kaplan, 2012, Pravikoff, Tanner et Pierce, 2005), which could be linked to individual factors such as skills, (Jones, Crookes & Johnson, 2011; Melnyk et al., 2012), attitudes (Estabrooks, Gustavsson & Wallin, 2011) and self-efficacy in regard to evidence-based practice (EBP) (Kajermo et al., 2010). Purpose: The purpose of this article is to present the spin-offs of the elaboration and evaluation of an innovative learning activity whose pedagogical intent was to promote the development of the scientific rigour competency by promoting the development of positive self-efficacy, attitudes, and EBP among undergraduate nursing students. Method: Based on cognitive social theory (Bandura, 2003), a flipped classroom on the development of a literature review was developed by a nursing master’s student. It was evaluated with a cohort of 248 undergraduate nursing students at the end of their third academic year. A non-validated questionnaire developed specifically for this project was completed by students before the activity, immediately after, and 6 weeks later. Results: The results indicate high appreciation of the learning strategy. Even if the questionnaires could not be matched to the students, there was an increase in self-efficacy, attitudes, and research utilization, suggesting that the flipped classroom, in complementarity with other learning activities, helped the development of research utilization and EBP self-efficacy and positive attitudes. The results indicate that college education could influence EBP use, self-efficacy, and attitudes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".