Effectiveness of Combined Problem-Based Learning and Flipped Classroom Strategies in Teaching a Medical-Surgical Nursing Course: A Randomized Controlled Trial Study


Institute of Health Science Suaka Insan Banjarmasin has been using Problem Based Learning (PBL) as an innovative teaching strategy since 2012. Students reported that they were not always enthusiastic with the processes and the tutors could not prevent the boredome during PBL implementation. The new teaching strategy is assumed to create new learning atmosphere, stimulate the students’s motivation, and gain the attentention to learn. These benefits would have a great impact in improving higher order thinking, problem solving, critical thinking, and independent learning. The aim of this study was to compare the effectiveness of PBL and the flipped PBL (FPBL).A randomized control trial was conducted, 84 students were recruited and divided into non-experimental group (PBL) and experimental group (FPBL). Both groups were post-tested on their academic achievement,independent learning,and critical thinking skill after the learning process specifically, medical surgical nursing course: renal system.The comparison of students academic achievement was analyzed by using t-test and Mann-Whitney test was administered to analyze independent learning and critical thinking skill. Finding showed that the students in the experimental group gained higher score in all aspects than the control group and pvalue in three areas are <than 0,05. Therefore, the result revealed the new teaching method was effective in improving higher order thingking skill, critical thinking skill, and independent learning. The findings provided the option for the nurse educators in Institute of Health Science Suaka Insan to develop the transformative learning strategy by implementing the new teaching method.

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