An Action Research on Flipped Learning for Fundamental Nursing Practice Courses

Abstract

This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.

Learning Outcomes of a Flipped Classroom Teaching Approach in an Adult-health Nursing Course: A Quasi-Experimental Study

“…Evaluation of the differences between pre-and postintervention scores on the SECC This study showed that our ipped classroom teaching approach has a potential to create positive learning outcomes in terms of clinical skills, communication, and teamwork capabilities, as well as the competencies of critical thinking, caring, work ethic, and accountability. Our ndings were partially consistent with those of Jang and Hong [31] (critical thinking), Durmaz et al [17] (admission skills), Kim and Kim [23] (fundamental nursing practice course), Gerdsprasert et al [19] (intrapartum care competency), McMullan et al [24] (drug calculation ability), Bloom eld et al [16] (handwashing skills), Sassen et al [32] (shared decision making), and Kaveevivitchai et al [21] (vital signs assessment skill).…”

“…In the digital era, instructors or teachers often combine computer-mediated technology and face-to-face in-class activities to enhance students' engagement in pre-class work, inclass learning, and post-class assignments, as well as to help students achieve their goals during the ipped classroom processing period [8,12,13]. Several studies have shown that students prefer a hybrid course structure and their learning outcomes can improve in knowledge, decision-making skills, satisfaction, thinking abilities, and re ections concerning clinical practice [16,17,18,19,20,21,22,23,24,25,26]. Most of these studies also demonstrated the mastery learning behavior suggested by Bloom [27], which posits that learning activities applied in class, such as professional knowledge, relevant skills, and scholarly inquiry, might transfer to real clinical practice [8].…”

Learning Outcomes of a Flipped Classroom Teaching Approach in an Adult-health Nursing Course: A Quasi-Experimental Study

“…Evaluation of the differences between pre-and post-intervention scores on the SECC This study showed that our flipped classroom teaching approach has a potential to create positive learning outcomes in terms of clinical skills, communication, and teamwork capabilities, as well as the competencies of critical thinking, caring, work ethic, and accountability. Our findings were partially consistent with those of Jang and Hong [31] (critical thinking), Durmaz et al [17] (admission skills), Kim and Kim [23] (fundamental nursing practice course), Gerdsprasert et al [19] (intrapartum care competency), McMullan et al [24] (drug calculation ability), Bloomfield et al [16] (handwashing skills), Sassen et al [32] (shared decision making), and Kaveevivitchai et al [21] (vital signs assessment skill).…”

Learning Outcomes of a Flipped Classroom Teaching Approach in an Adult-health Nursing Course: A Quasi-Experimental Study

“…Our findings were partially consistent with those of Jang and Hong [31] (critical thinking), Durmaz et al [17] (admission skills), Kim and Kim [23] (fundamental nursing practice course), Gerdsprasert et al [19] (intrapartum care competency), McMullan et al [24] (drug calculation ability), Bloomfield et al…”