Effects of a Simulation-based High-risk neonatal Care Education on Learning Satisfaction, Class Participation, Learning Motivation and Clinical Competency in Nursing Students

김순구,

doi:10.5762/kais.2015.16.10.6807

Cited by 18 publications

(16 citation statements)

References 20 publications

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“…Learner satisfaction influenced learner motivation in both the FMCM and FMPM groups, which is consistent with previous studies (Kim, 2015;Visser & Keller, 1990) finding a close relationship between learner satisfaction and learning motivation. TSI was also a significant factor in the FMCM group, and the explanatory power of learner motivation in the regression model constructed by two variables was 77.0%.…”

Section: Discussionsupporting

confidence: 92%

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: Discussionsupporting

confidence: 92%

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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“…The influence of confidence was confirmed through a previous study, reporting that lack of confidence is related to a lack of skills, which can cause clinical practice anxiety [37]. Further, Alshahrani et al [38] showed that nursing college students may experience difficulties during a clinical practicum as they feel the limits of their abilities because of their lack of skills [38].…”

Section: Discussionmentioning

confidence: 77%

“…Previous studies highlight that learning motivation is closely related to learning satisfaction [37]; thus, future studies are warranted to confirm if students' self-esteem is protected by instilling sufficient motivation in the context of clinical practicum classes.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing SDL Readiness and Self-Esteem in a Clinical Adult Nursing Practicum after Flipped Learning Education: Comparison of the Contact and Untact Models

Cho

Kim

2021

IJERPH

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This study aimed to evaluate the effects of a flipped learning contact model and a flipped learning “untact” model with Korean nursing students undergoing a clinical practicum, and to examine the factors of self-directed learning readiness and self-esteem considering these learning models. The participants included 85 students. Participants were randomly allocated to two models. This study measured self-directed learning readiness, self-esteem, learner motivation, professor–student and clinical instructor–student interactions, confidence in performing core skills, participating in online activities, clinical practice stress, and the friendliness of the two models. Participants’ characteristics were analyzed using frequencies and percentages, and between-group differences regarding characteristics were analyzed using the χ2 test, independent t-test, and one-way ANOVA with a Scheffe test. This study conducted independent t-tests for comparison of the between-group adjusted mean difference of the pretest and posttest scores. The influence of the dependent variables on self-directed learning readiness and self-esteem was measured using a stepwise multiple regression method. Among the two models in the practicum, the flipped-mastery contact model (FMCM) showed higher self-directed learning (SDL) readiness and professor–student interaction than those of the flipped-mastery untact model (FMUM) after the clinical practicum was completed. The three influencing factors of SDL readiness were FMCM, learner motivation, and ward friendliness, with an explanatory power of 31.6% (F = 13.96, p < 0.001). Learner motivation, professor–student interaction, and ward friendliness influenced self-esteem, with an explanatory power of 54.7% (F = 34.86, p < 0.001).

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“…This result is supported by previous studies. For example, the learning satisfaction of new nurses participating in high-fidelity simulation-based high-risk neonatal care education was higher than that of a nonsimulation group [40]. In another study, participation in a computer-based resuscitation simulation was a significant predictor of learner satisfaction in an emergency nursing clinical course [41].…”

Section: Discussionmentioning

confidence: 99%

Effects of Virtual Reality Simulation Program Regarding High-risk Neonatal Infection Control on Nursing Students

Yang

et al. 2021

Asian Nursing Research

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Virtual reality simulation can give nursing students a safe clinical experience involving highrisk infants where access to neonatal intensive care units is limited. This study aimed to examine the effects of a virtual reality simulation program on Korean nursing students' knowledge, performance selfefficacy and learner satisfaction. Methods: A nonequivalent control group design was applied. Senior nursing students were divided into an experimental group (n ¼ 25) experiencing virtual reality simulation and routine neonatal intensive care unit practice and a control group (n ¼ 25) having routine neonatal intensive care unit practice. The program consisted of three scenarios: basic care, feeding management and skin care and environmental management for prevention of neonatal infection. The total execution time for the three scenarios was 40 minutes. The simulation created immersive virtual reality experiences using a head-mounted display with hand-tracking technology. Data were collected from December 9, 2019, to January 17, 2020, and were analyzed using descriptive statistics and the t-test, paired t-tests, Mann-Whitney test and Wilcoxon signed-ranks test. Results: Compared to the control group, the experimental group showed significantly greater improvements in high-risk neonatal infection control performance self-efficacy (t ¼ À2.16, p ¼ .018) and learner satisfaction (t ¼ À5.59, p < .001). Conclusion:The virtual reality simulation program can expand the nursing students' practice experience in safe virtual spaces and enhance their performance self-efficacy and learning satisfaction.

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Effects of a Simulation-based High-risk neonatal Care Education on Learning Satisfaction, Class Participation, Learning Motivation and Clinical Competency in Nursing Students

Cited by 18 publications

References 20 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

Factors Influencing SDL Readiness and Self-Esteem in a Clinical Adult Nursing Practicum after Flipped Learning Education: Comparison of the Contact and Untact Models

Effects of Virtual Reality Simulation Program Regarding High-risk Neonatal Infection Control on Nursing Students

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