The Effectiveness of Flipped Classroom Teaching in Surgical Nursing Education
Abstract
Surgical nursing education has long grappled with a tension between traditional lecture-based models and actual practice needs. Students have difficulty converting theory into functional nursing skills in the passive format of knowledge acquisition. As medical education concepts have been renewed, the goals of educating nursing talents with independent judgment and adaptability to clinical practice have evolved into a significant direction of teaching reform. To this end, the “flipped classroom” model that blends lecture with discussion, through the mechanism of “internalized absorption” and “discussion” in the classroom, represents both a new teaching model that meets the need for integration of surgical nursing knowledge and an approach to skill application. This model reconstructs the teaching and learning process by providing a bridge for students to transfer from understanding knowledge to clinical thinking, thus providing a path forward for the dilemma of the separation of theory and practice in surgical nursing education.
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