Effects of a Psychiatric Nursing Education using Flipped Learning on Learning Transfer Motivation and Learning Self-Efficiency of Nursing College Students

Kweon, Youngran; Choi, Bong-Sil

doi:10.37727/jkdas.2020.22.1.447

Cited by 3 publications

(3 citation statements)

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“…The situation-based FL strategy applied with gamification as used in this study can enhance the effectiveness of psychiatric nursing education. Especially, team activities that students can achieve on their own pre-class, and through which students can analyze and apply clinical situations in the classroom, can expand thinking that integrates practice and theory [2,15]. This aspect can be found in the fact that students who were performing oneway learning in traditional psychiatric nursing education tried to apply it to clinical practice by themselves using communication and collaboration before and after class through FL.…”

Section: Discussionmentioning

confidence: 99%

“…Nursing education has stopped producing passive learners using instruction-based knowledge transfer methods and observation-oriented clinical practices [1]. However, traditional oneway teaching methods are used because of the professional class content and the number of classes per semester [2]. Further, they have limitations in improving the competence of nurses caring for patients with various health problems [3].…”

Section: Introduction Backgroundmentioning

confidence: 99%

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Effects of Situation-Based Flipped Learning and Gamification as Combined Methodologies in Psychiatric Nursing Education: A Quasi-Experimental Study

Kim

2022

Healthcare

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In psychiatric nursing courses, students learn about patients with mental illnesses or types of distress that may not be common in their daily lives. Consequently, some students experience difficulties interacting with patients. Therefore, new learning models that depart from the traditional one-way learning methods, engage students in clinical settings, and increase their motivation are needed. Situation-based flipped learning combined with gamification can improve nursing students’ care for patients with mental health problems. A total of 102 nursing students from a university in G Metropolitan City, Korea were randomly and equally divided into experimental and control groups. The experimental group participated in an eight-week psychiatric nursing program that included situation-based flipped learning combined with gamification. The control group participated in the traditional team-based lectures. After the program, both groups’ learning attitudes, problem-solving abilities, and empathetic responses were measured. The experimental group showed improved problem-solving (F = 4.012, p = 0.048) and empathetic abilities (t = −2.014, p = 0.047) after participating in situation-based flipped learning combined with gamification. The program was effective in helping students empathize with their patients and improve their problem-solving skills. Future curricula should be developed to incorporate flipped learning to nurture the practical competencies required for medical professionals, particularly in psychiatric nursing education.

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Section: Discussionmentioning

confidence: 99%

Section: Introduction Backgroundmentioning

confidence: 99%

Effects of Situation-Based Flipped Learning and Gamification as Combined Methodologies in Psychiatric Nursing Education: A Quasi-Experimental Study

Kim

2022

Healthcare

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“…(Monteiro et al, 2020). However, nursing techniques are mainly taught by traditional teacher-centered lectures and demonstrations, which no longer seem to meet students' needs (Kweon & Choi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Knowledge, self-efficacy, satisfaction, and self-confidence of nursing students for stoma care using active learning methods: a controlled experimental study

Abselam-Ali,

Capilla-Díaz,

Reina-Prego

et al. 2024

Preprint

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Background: An intestinal stoma is a surgery in which an artificial opening (stoma) is made in the abdomen to bypass the outflow of faeces. It is essential to provide training in stoma therapy as a core competency for nursing students to ensure optimal care for patients’ rehabilitation, occupational, social and family needs. While nursing skills are mainly taught through traditional teacher-centred lectures, the use of active learning methods can improve students’ competencies. Objectives: To assess knowledge about stoma care in relation to the level of learning methods and to measure students' self-confidence, satisfaction and self-efficacy with the training received using different levels of fidelity, including simulation. Design: Controlled experimental study involving three groups, with a pretest and post-test design. Settings: Faculty of Nursing of two Spanish public universities. Participants: Third-year nursing students during the academic year 2022-2023. Methods: Group A received traditional teaching methods and low-fidelity simulation, group B received traditional teaching methods and high-fidelity simulation and group C received active learning methods and high-fidelity simulation. The instruments for data collection were the Nursing Outcomes Classification: "Knowledge: Ostomy Care [1829]” and its indicators, self-efficacy, and student satisfaction-self-confidence with learning. Results: Significant differences were found in 14 of the 15 NOC indicators measured between groups. The analysis of self-efficacy indicated notable differences in scores between the different groups after the intervention. For satisfaction and self-confidence, there were also significant differences, with group C (active learning methods and high-fidelity simulation) having the highest scores. Conclusions: Active learning methods are considered instruments that appear to improve ostomy knowledge and the degree of fidelity of the simulation impacts on student satisfaction and self-confidence in learning.

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A systematic review and meta-analysis of flipped learning among university students in Korea: Self-directed learning, learning motivation, efficacy, and learning achievement

Kim¹,

Lim²

2021

J Korean Acad Soc Nurs Educ

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Purpose: This study aimed to provide a systematic review and meta-analysis of research on flipped learning effects applied to university students.Methods: The random effect model was applied to 21 papers to calculate the effect size. To verify the moderation effect, a meta regression analysis and meta ANOVA were performed. Publication bias was verified through a funnel plot, and then an Egger's regression test was conducted.Results: The overall average effect size was .69 (95% CI: .51-.87), showing a median effect size, which was statistically significant. The outcome variables were in the order of learning motivation (Hedges’ g=.83), self-directed learning (Hedges’ g=.78), learning achievement (Hedges’ g=.66), and efficacy (Hedges’ g=.50), which were statistically significant.Conclusion: Flipped learning was found to be statistically significant in improving self-directed learning, learning motivation, efficacy, and learning achievement amng university students. It is suggestd that this method be actively applied in university education.

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Effects of a Psychiatric Nursing Education using Flipped Learning on Learning Transfer Motivation and Learning Self-Efficiency of Nursing College Students

Cited by 3 publications

References 0 publications

Effects of Situation-Based Flipped Learning and Gamification as Combined Methodologies in Psychiatric Nursing Education: A Quasi-Experimental Study

Effects of Situation-Based Flipped Learning and Gamification as Combined Methodologies in Psychiatric Nursing Education: A Quasi-Experimental Study

Knowledge, self-efficacy, satisfaction, and self-confidence of nursing students for stoma care using active learning methods: a controlled experimental study

A systematic review and meta-analysis of flipped learning among university students in Korea: Self-directed learning, learning motivation, efficacy, and learning achievement

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