A Study on the Relationship between Perceived Family Support and Satisfaction of Clinical Practice by Nursing Students

Gu, Hye-Ja

doi:10.5977/jkasne.2008.14.2.205

Cited by 7 publications

(1 citation statement)

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“…General learner satisfaction is determined by the overall satisfaction with acquiring relevant knowledge, content, teaching methods, curriculum management, and testing (Pak & Kim, ). However, satisfaction with practical education can be influenced by various factors such as practice contents, practical guidance, practical environment, practice time, and evaluations (Gu, ). Preparation and improvement in terms of SDL readiness are more important because various factors affect the environment of clinical practicums, the student initiative is not well‐reflected, and the relationship with the teacher can also deteriorate.…”

Section: Discussionmentioning

confidence: 99%

Outcomes and influential factors applying flipped learning methods in a clinical adult nursing practicum

Cho

Kim

2019

Int J of Nursing Practice

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Objectives The purpose of this study was to compare the outcomes and influential factors using flipped learning methods on the education of nursing students in clinical nursing practicums in Korea. Methods This study used a nonequivalent comparison group pretest‐posttest design to determine the outcomes and influential factors within flipped learning methods in two forms (flipped‐mastery classroom model and flipped‐mastery practicum model) in clinical practicum nursing education. Flipped learning was applied in two groups (using the flipped‐mastery classroom model and the flipped‐mastery practicum model) to 80 nursing students in E university in Gyeonggi‐do. Teacher‐student interactions, self‐directed learning readiness, clinical practicum stress, confidence in performing core skills, and flipped learning were studied to investigate learner motivation and learner satisfaction. Results Teacher‐student interactions were significantly greater in the flipped‐mastery classroom model group both before and after the intervention. Self‐directed learning readiness decreased in both groups after the intervention but less so in the flipped‐mastery classroom model group. The common factor influencing learner motivation in both the flipped‐mastery classroom model and flipped‐mastery practicum model groups was learner satisfaction, while teacher‐student interactions were also influential in the flipped‐mastery classroom model group. Learner motivation influenced learner satisfaction in both groups, while self‐directed learning readiness and clinical practicum self‐confidence influenced the flipped‐mastery practicum model group. Conclusions Flipped learning was found to be effective in clinical practicums. Strategies for the efficient application of flipped learning need to be developed and applied.

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Section: Discussionmentioning

confidence: 99%