Article Critique: Flipped Classroom's Impact on EBN Practices

This report presents an article critique of a study examining the effectiveness of the flipped classroom approach in teaching evidence-based nursing (EBN). The study, a quasi-experimental design, investigated the impact of this method on nurses' knowledge and self-efficacy. The research involved a control group receiving traditional classroom instruction and an experimental group using the flipped classroom model. The critique addresses the study's methodology, including its quantitative design, sample size, and potential sampling errors, as well as the variables measured. The author's intervention, which involved both groups, is evaluated for its efficacy. Furthermore, the report assesses the study's conclusions and provides insights into the application of flipped classrooms in nursing education. References include the original research article and a paper on sampling techniques.

Running head: ARTICLE CRITIQUE
Article Critique
Name
Institution

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ARTICLE CRITIQUE
The article selected was ‘The Effects of The Flipped Classroom in Teaching Evidence-
Based Nursing.’ The study is a quasi-experimental as the study involves orchestration of an
unconventional variable without any unsystematic allocation of the participants to limitations.
The research used the approach of ‘flipped classroom’ to carry out EBN (evidence-based
nursing) instruction with the objective of elevating “the learning effectiveness of the flipped
classroom group to the traditional teaching group in terms of knowledge and self-efficacy in
practice” (Chu, Wang, Monrouxe, Sung, Kuo, Ho & Lin, 2019).
The quantitative design is experimental research design. A total of 151 nurses were
involved and 76 of them were allocated to the experimental group and the other 75 were
allocated to the control group to avoid subject pool contamination. However, the sampling
method is not convenient as the sample was only selected from one medical center. Also, the
study presents a risk of sampling error. Notably, the error arises from the possibility that the
study’s conclusion, based on a sample from one medical center, may differ if the whole
population was subjected using similar procedure.
To such a complicated issue the author addresses the variables being measured which are
the ‘EBN course’ consisting of a 3-hour content-based segment of the EBN 5As, as well as a 2-
hour practice relating to the 3rd stage of EBN. Notably, the study applied a fundamental
information questionnaire to collect data. It is also evident that the author’s intervention of the
study satisfactorily measures the efficacy of the preventive measures whereby the control group
obtained EBN training through the approach of traditional classroom, while the others
participated in the approach of flipped classroom.

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ARTICLE CRITIQUE
References
Chu, T. L., Wang, J., Monrouxe, L., Sung, Y. C., Kuo, C. L., Ho, L. H., & Lin, Y. E. (2019). The
effects of the flipped classroom in teaching evidence-based nursing: A quasi-
experimental study. PloS one, 14(1), e0210606.
Singh, A. S., & Masuku, M. B. (2014). Sampling techniques & determination of sample size in
applied statistics research: An overview. International Journal of Economics, Commerce
and Management, 2(11), 1-22.