Application of flipped classroom based on CDIO concept combined with mini-CEX evaluation model in the clinical teaching of orthopedic nursing

Abstract

Background After the COVID-19 epidemic, the state has paid more attention to the clinical teaching function of affiliated hospitals of colleges and universities. Strengthening the integration of medicine and education and improving the quality and effect of clinical practice teaching are critical challenges facing medical education. The difficulty of orthopedic teaching lies in the characteristics of a wide variety of diseases, strong professionalism, and relatively abstract characteristics, which affect the initiative, enthusiasm, and learning effect of nursing students. In this study, a flipped classroom teaching plan based on the CDIO (conceive–design–implement–operate) concept was constructed and practiced in the orthopedic nursing student training course to improve the effect of practical teaching, and it is convenient for teachers to implement more effective and targeted teaching in the flipped classroom of nursing education and even medical education in the future. Methods Fifty undergraduate nursing students who practiced in the Orthopedics Department of a tertiary hospital in June 2017 were enrolled in the control group, while 50 undergraduate nursing students who practiced in the same department in June 2018 were enrolled in the intervention group. The intervention group adopted the flipped classroom teaching mode of the CDIO concept, whereas the control group adopted the traditional teaching mode. After finishing the department practice task, the students in the two groups completed the evaluation of theory, operation skills, independent learning ability, and critical thinking ability. They completed the evaluation of clinical practice ability in eight dimensions, including four processes of nursing procedures, humanistic care ability, and evaluation of clinical teaching quality for two groups of teachers. Results After teaching, the clinical practice ability, critical thinking ability, autonomous learning ability, theoretical and operational performance, and evaluation of clinical teaching quality in the intervention group were significantly higher than those in the control group (all p < 0.05). Conclusion The CDIO-based teaching mode can stimulate the independent learning ability and critical thinking ability of nursing interns, promote the organic combination of theory and practice, improve their ability to comprehensively use theoretical knowledge to analyze and solve practical problems, and improve teaching effectiveness.

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

“…The study confirms that the flipped classroom method improves understanding and consolidates knowledge, increases motivation, and promotes the development of skills such as planning, organization, and information sharing, thus promoting a higher level of learning in students (Alharbi, 2022). Also, it has been confirmed that, as stated by Su et al (2023), the flipped classroom, as a teaching strategy, involves students accessing learning materials before class, researching independently on a specific platform, performing tasks in collaborative groups, and receiving individual guidance and support from teachers during class.…”

“…Within motivation, Lai et al (2021) emphasize the importance of active awareness, value awareness, self-responsibility, and selfefficacy. These aspects reflect the active search for knowledge, the connection of learning with personal reality, confidence in completing tasks, and the ability to attribute either success or failure to self-effort (Su et al, 2023;Ni, 2020).…”

Advancing arrhythmia education through the CDIO approach: a new paradigm in nursing student training

“…Moreover, during the “Operate” phase, the study of actual cases further transforms arrhythmia theoretical knowledge into practical applications. Numerous studies underscore the efficacy of the CDIO framework in nursing education, particularly its role in enhancements in the understanding and application of knowledge [ 23 , 24 , 37 , 38 ]. A study on nursing students in orthopedic internships demonstrated that the CDIO model significantly enhances clinical competencies, analytical thinking, and self-directed learning by effectively integrating theoretical understanding with practical skills, thereby enriching problem-solving abilities and teaching effectiveness [ 23 ].…”

“…In recent years, the CDIO model has gradually gained wider application within the nursing education system. Instructors utilize the CDIO model in various nursing student training programs, such as cardiovascular health behavior modification, orthopedic nursing, and the cultivation of core competencies [ 23 – 25 ]. Xinyang Su et al found that the CDIO model can stimulate the independent learning and critical thinking abilities of nursing interns, promote the organic integration of theory and practice in orthopedic nursing [ 23 ].…”

“…Instructors utilize the CDIO model in various nursing student training programs, such as cardiovascular health behavior modification, orthopedic nursing, and the cultivation of core competencies [ 23 – 25 ]. Xinyang Su et al found that the CDIO model can stimulate the independent learning and critical thinking abilities of nursing interns, promote the organic integration of theory and practice in orthopedic nursing [ 23 ]. Xinyue Dong et al discovered that the CDIO model enhances nursing students’ health education skills, increases their perception of clinical decision-making, and optimizes their ability to conduct behavior change counseling [ 24 ].…”