Effectiveness of applying flipped learning to clinical nursing practicums for nursing students in Korea: A randomized controlled trial

Kim, Hyun Sook; Kim, Mi Young; Cho, Mi-Kyoung; Jang, Sun Joo

doi:10.1111/ijn.12574

Cited by 26 publications

(37 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learner motivation affected learner satisfaction in both the FMCM and FMPM groups, which is in agreement with the findings of Kim et al (). Hawks () and McLaughlin et al () considered it important to provide detailed evidence and motivation in order to promote student participation in flipped learning, and the present result also supports learning satisfaction being higher in students with higher intrinsic motivation who perform the activities for their own satisfaction with learning activities (Han, ) and that high motivation facilitates learning and increases attention and academic achievement.…”

Section: Discussionsupporting

confidence: 92%

“…The required number of participants was calculated using G*Power (version 3.1.7) (Faul, Erdfelder, Buchner, & Lang, 2009). For an effect size ( f 2 ) of 0.31, significance level (α) of 0.05, power (1 − β) of 0.9, and the eight predictive variables used in a previous study (Kim et al, 2017), the calculated sample size was 70 participants, and so 82 participants were required based on a predicted dropout rate of 15%.…”

Section: Research Design and Participantsmentioning

confidence: 99%

See 1 more Smart Citation

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

Cho

Kim

2019

Int J of Nursing Practice

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Research Design and Participantsmentioning

confidence: 99%

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

Cho

Kim

2019

Int J of Nursing Practice

Self Cite

View full text Add to dashboard Cite

show abstract

“…There is ample evidence that an active e-learning approach is positively associated with cognitive skills, including critical thinking [ 15 16 17 ]. Several recent experimental studies in nursing have suggested that content knowledge and cognitive skills [ 18 ], student confidence in performing core nursing skills [ 19 ], student satisfaction and achievement [ 20 21 ], and other learning outcomes [ 8 ] improved after participation in flipped learning nursing courses.…”

Section: Discussionmentioning

confidence: 99%

Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial

Lee

Park

2018

Healthc Inform Res

View full text Add to dashboard Cite

ObjectivesThis study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum.MethodsThe subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum.ResultsParticipants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group.ConclusionsThe flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums.

show abstract

“…However, the FL model involves a deeper integration of the pre-and in-class components in which the main concepts align with the knowledge that is imparted. As a result, students develop at their own pace while adopting self-directed learning, and active interaction occurs between students and professors (Kim, Kim, Cho, & Jang, 2017). FL is also considered to be an extension of the flipped classroom, which includes a more active and collaborative environment (O'Connor et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Experiences in the application of the Flipped Learning model in a Music Technology course

Urgilés¹,

Carrión²,

Pinos-Vélez³

et al. 2019

MSKN

View full text Add to dashboard Cite

The increasing use of information and communication technologies (ICTs) modified many tasks and strongly altered our behaviors. Having this in mind, the Flipped Learning (FL) model provides a promising learning alternative that links the learning environment with the student's behavior while altering the traditional instruction model. The FL model involves activities in which students individually review online materials and develop projects and assignments in groups and on-site. The objective of this study was to evaluate the flipped learning model in arts education, more precisely how the introduction of this model affects the learning of the students from the University of Cuenca attending the course of music technology. The findings of this study highlighted the benefits of active learning and the acceptance of the material developed for the implementation of the FL model. Notwithstanding, the overall positive evaluation of the FL approach, the authors suggest carrying out more studies, involving a larger student population, to better identify and remedy remaining obstacles, what will facilitate the use of the FL model in other courses.

show abstract

Effectiveness of applying flipped learning to clinical nursing practicums for nursing students in Korea: A randomized controlled trial

Abstract: The findings indicate that applying flipped learning allows students to conduct individualized learning with a diversity of clinical cases at their own level of understanding and at their own pace before they participate in real-world practicums.

Cited by 26 publications

References 13 publications

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

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

Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial

Experiences in the application of the Flipped Learning model in a Music Technology course

Contact Info

Product

Resources

About