https://doi.org/10.4081/scenario.2021.489

The effectiveness of Problem-Based Learning and Flipped Classroom teaching methodology in Intensive Care Units: a narrative review

Vol. 38 No. 3 (2021): SCENARIO 3 2021
Submitted: 6 November 2021
Accepted: 6 November 2021
Published: 6 November 2021
Abstract Views: 627
PDF (Italiano): 225
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Authors

Claudia Cusumaro
webmaster@aniarti.it
Marco Nardin

Nursing care is evolving and requires professionals capable of meeting the needs of increasingly complex patients. Students find it difficult to apply the theoretical knowledge gained from traditional teaching and the internship experiences are not comprehensive. It is believed that critical thinking is a fundamental skill that prepares for clinical practice. One of the teaching methodologies to develop it is Problem-Based Learning (PBL), especially in its most modern declination of the Flipped Classroom (FC). The aim of this review is to investigate the effectiveness of PBL and FC methodologies applied to nursing in Intensive Care Units.

Dimensions

Altmetric

PlumX Metrics

Downloads

Download data is not yet available.

Citations

Crossref
Scopus
Google Scholar
Europe PMC
Njie-Carr VPS, Ludeman E, Lee MC, Dordunoo D, Trocky NM, Jenkins LS. An Integrative Review of Flipped Classroom Teaching Models in Nursing Education. J Prof Nurs 2017; 33(2): 133–44
Ward M, Knowlton MC, Laney CW. The flip side of traditional nursing education: A literature review. Nurse Educ Pract 2018; 29:163-71
Registered Nurses’ Association of Ontario (RNAO). Practice Education in Nursing. Toronto: Registered Nurses’ Association of Ontario, 2016
Choi E, Lindquist R, Song Y. Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning. Nurse Educ Today 2014;34(1):52–6
Dehghanzadeh S, Jafaraghaeeb F. Comparing the effects of traditional lecture and flipped classroom on nursing students’ critical thinking disposition: A quasi-experimental study. Nurse Educ Today 2018;71:151-56
Pilcher J. Problem-based learning in the NICU. Neonatal Netw 2014; 33(4):221–24
Tainter CR, Wong NL, Cudemus-Deseda GA, Bittner EA. The “Flipped Classroom†Model for Teaching in the Intensive Care Unit. J Intensive Care Med 2017;32(3):187–96
Rose E, Claudius I, Tabatabai R, Kearl L, Behar S, Jhun P. The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions. Journal Emerg Med 2016;51(3):284-91.e1
Bergmann J, Sams A. Flipped Learning: Gataway to Student Engagement. Arlington: International Society for Technology in Education, 2014
Beom JH, Kim JH, Chung HS, Kim SM, Ko DR, Cho J. Flipped-classroom training in advanced cardiopulmonary life support. Plos One 2018;13(9):e0203114
Ling L., Gomersall CD, Samy W, Joynt GM, Leung CC, Wong WT, Lee A. The Effect of a Freely Available Flipped Classroom Course on Health Care Worker Patient Safety Culture: A Prospective Controlled Study. J Med Internet Res 2016;18(7):e180

Supporting Agencies

How to Cite

Cusumaro, C., & Nardin, M. (2021). The effectiveness of Problem-Based Learning and Flipped Classroom teaching methodology in Intensive Care Units: a narrative review. Scenario® - Il Nursing Nella Sopravvivenza, 38(3), 35–41. https://doi.org/10.4081/scenario.2021.489
Copyright (c) 2021 Scenario Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Aniarti has chosen to apply the Creative Commons Attribution NonCommercial 4.0 International License (CC BY-NC 4.0) to all manuscripts to be published.