Table 4 Studies included in the review

1

Dehghanzadeh & Jafaraghaee, 2018 [3] | Iran

Quasi-Experimental (Non-equivalent control group Faragher)

2nd Year (N = 85)

Musculoskeletal Medical Surgical Nursing

Identify the effect of flipped classroom on nursing students’ critical thinking disposition.

IIa

2

Oh et al., 2019 [24] | South Korea

Quasi Experimental (Pretest-posttest, one group)

2nd Year (N = 64)

Nursing informatics

To develop flipped classroom by using film clips and to evaluate the effectiveness.

IIb

3

H. S. Kim, Kim, Cho, & Jang, 2017 [25] | South Korea

Randomized clinical trial

3rd Year (N = 62)

Clinical nursing practicum

To develop flipped learning models for clinical practicums and compare their effectiveness regarding learner motivation, satisfaction, and confidence in performing core nursing skills.

Ib

4

Ya-Qian et al., 2018 [26] | China

Meta-analysis

–

–

To examine the effectiveness of the flipped classroom on the development of self-directed learning.

Ib

5

Im & Jang, 2019 [27] | South Korea

Retrospective survey

3rd Year (N = 70)

Mental health nursing practicum

To verify the effectiveness of the flipped learning

III

6

Y. M. Kim, Yoon, Hong, & Min, 2019 [28] | South Korea

Quasi-Experimental (Non-equivalent control group pretest-posttest)

2nd, 3th, 4th Year (N = 75)

Patient safety course

To examine the effects of flipped classroom on patient safety competency.

IIa

7

Lee & Park, 2018 [15] | Korea

Stratified Group-Randomized Trial

3rd Year (N = 102)

Surgical nursing Practicum.

To examine the effect of flipped learning.

Ib

8

Maxwell & Wright, 2016 | [29] USA

Quasi-Experimental (Pretest/posttest control group design)

N = 64

Quality improvement and safety

To evaluating the effectiveness of flipped classroom with regard to quality and safety education

IIa

9

Oh, Kim, Kim, & Vasuki, 2017 [1] | South Korea

Quasi-Experimental (Non-equivalent control group pretest-posttest)

N = 64

Nursing Informatics

To evaluate the effects of the flipped learning on nursing informatics

IIa

10

Hoover et al., 2018 [12] | USA

Quasi-experimental study

3rd Year (N = 42)

–

To examine the readiness for active learning and perceived level of student confidence and preparedness with the flipped classroom method using two different types of pre-class preparation materials

IIb

11

Hew & Lo, 2018 [6] | Hong Kong

Meta-analysis

–

–

To summarize the overall effects of teaching with the flipped classroom approach

Ib

12

Holman & Hanson, 2016 [30] | USA

Descriptive design

N = 236

Pharmacology & psychiatric nursing

To analyze the effect of the FM On student learning and to evaluate student perceptions.

III

13

H. Kim & Jang, 2017 [31] | South Korea

Randomized controlled trial

3rd Year (N = 202)

–

To verify the effects of flipped learning on the academic achievement, teamwork skills, and satisfaction.

Ib

14

Geist, Larimore, Rawiszer, & Sager, 2015 [32] | USA

Quasi-Experimental (Non-equivalent control group pretest-posttest)

N = 86

Pharmacology

To determine difference in content knowledge acquisition between traditional and flipped classroom methods.

IIa

15

Dabney & Mitchell, 2017 [33] | USA

Descriptive study

N = 42

Gerontological Nursing

To measure students’ perceptions and satisfaction with the Flipped Classroom.

III

16

El-Banna, Whitlow, & McNelis, 2017 [34] | USA

Crossover repeated measures

N = 76

Pharmacology

To examine differences on exam scores and satisfaction of teaching between flipped and traditional classroom approach.

IIb

17

Missildine, Fountain, Summers, & Gosselin, 2013 [5] | USA

Quasi-experimental

N = 589

Adult Health nursing

To determine the effects of a flipped

classroom and innovative learning activities on academic success and the satisfaction of nursing students.

IIb

18

Simpson & Richards, 2015 [35] | USA

Descriptive and exploratory

3rd Year (N = 64)

Population Health

To evaluate the flipped classroom design

III

19

Greenwood & Mosca, 2017 [36] | USA

Quasi experimental design

N = 215

Medical-surgical nursing

To determine the relationship between a flipped classroom and test scores

IIa

20

Saunders, Green, & Cross, 2017 [37] | Australia

An exploratory mixed methods design

1st Year

–

To evaluate an integrated flipped and simulated teaching intervention.

III

21

Green & Schlairet, 2017 [38] | USA

Phenomenological approach

N = 14

Fundamental Concepts of Nursing

To understand how students perceived their experiences in the flipped classroom and how students’ learning dispositions were affected by the flipped classroom experience

III

22

Bingen, Steindal, Krumsvik, & Tveit, 2019 [39] | Norway

Design-based research

N = 192

Physiology

To explore how nursing students experience learning physiology within a flipped classroom.

III

23

Cho & Kim, 2019 [40] | South Korea

Quasi-Experimental (Non-equivalent control group pretest-posttest)

N = 80

Clinical adult nursing practicum

To compare the outcomes and influential

factors using flipped learning methods

IIa

24

Harrington, Bosch, Schoofs, Beel-Bates, & Anderson, 2015 [41] | USA

Experimental design, randomizing a convenience sample

N = 82

Care of the adult

To compare learning outcomes between traditional class and flipped classroom.

Ib

25

Park & Park, 2018 [42] | South Korea

Descriptive and quasi-experimental study

N = 81

Adult health nursing

To reveal the effectiveness of flipped learning pedagogy

IIb

26

Hanson, 2016 [43] | Australia

Descriptive research

2nd Year (N = 51)

Pharmacology

To examine nursing students’ perceptions of the effectiveness of a flipped classroom

III

27

Xu et al., 2019 [44] | China

Systematic review and meta-analysis

–

–

To examine the effect of a flipped classroom versus a traditional classroom on their skill competence.

I