Nursing student learning of evidence‐based nursing through case‐based learning and flipped learning: A mixed study

Abstract

AbstractAimTo evaluate a teaching experience in evidence‐based nursing learning through case‐based learning (CBL) and flipped learning (FL).DesignEmbedded mixed methods study.MethodsIn the first phase, a questionnaire on utility, satisfaction and perceived competency development is used to collect quantitative data, and the open question instrument is used to collect qualitative data. After the first phase, an in‐depth semi‐structured interview is used.ResultsFive themes are identified: the enhancement of learning content, knowledge integration and transfer, the development of teamwork competency, the didactic support of FL and the difficulties and challenges faced by students. Regarding utility, ‘combine theory and practice’ and ‘select the best evidence from what is found in the search’ have the highest values. The most developed skills are communication and critical thinking ability. Finally, most participants are satisfied.ConclusionsThe combination of CBL and FL is an innovative strategy for learning evidence‐based nursing courses.No Patient or Public Contribution.