Evaluation of the Effects of Flipped Learning of a Nursing Informatics Course

Oh, Jina; Kim, Shin Jeong; Kim, Sunghee; Vasuki, Rajaguru

doi:10.3928/01484834-20170712-06

Cited by 24 publications

(18 citation statements)

References 21 publications

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“…In this study, during the offline classes that corresponded with the in‐class times, the students were provided adequate time to debate a topic with each other and the educator. Flipped learning classes using film clips have been found to help learning and promote interaction among teachers, students, and peers (Oh, Kim, Kim, & Vasuki, ). The integration of online into offline classes or courses can help educators to expand their teaching beyond distributing course content to in addition facilitating or assessing learning outcomes and achievement.…”

Section: Discussionmentioning

confidence: 99%

Development and evaluation of flipped learning using film clips within a nursing informatics course

Kim

et al. 2018

Japan Journal Nursing Sci

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Aim: To develop flipped learning classes by using film clips for undergraduate nursing students in an online nursing informatics course, based on the Analysis, Design, Development, Implementation, and Evaluation model, and to evaluate the effectiveness and students' responses to this method of teaching. Methods: Sixty-four second-year nursing students participated in the course. The nursing students' knowledge was assessed at the beginning and end of each of the five classes. Moreover, their intention to recommend the classes to other students and additional comments were elicited by using semistructured questionnaires.Results: Knowledge about each core concept of nursing informatics reflected significant improvement. Regarding the intention to recommend the class to others, 62 (96.8%) students answered "strongly recommend" or "recommend." Conclusion: Integrating flipped learning classes by using film clips in an online nursing informatics course improved the nursing students' knowledge and is a format that is desired by students.

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Section: Discussionmentioning

confidence: 99%

Development and evaluation of flipped learning using film clips within a nursing informatics course

Kim

et al. 2018

Japan Journal Nursing Sci

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“…Background/rationale: Contemporary nursing education aims to prioritize student-centred learning, which is perceived as high ordered, flexible, and individualized [1]. Recent technology advancements have accelerated education innovations such as blended learning by providing easy access to information [2,3].…”

Section: Introductionmentioning

confidence: 99%

“…In FC, teachers use technology and share pre-class learning material to activate lowordered learning, and students study the material before attending the F2F classroom. Teachers design the F2F classroom as an interactive educational environment by using student-centred teaching strategies for allowing the students to apply or evaluate the learnt concepts [1,2].…”

Section: Introductionmentioning

confidence: 99%

“…The flipped classroom has emerged into undergraduate nursing education and has been in the spotlight in implementing nursing curricula [2,3]. With an increasing emphasis on the FC, available empirical evidence on FCs usage and efficacy in nursing education mainly refers to its effects on students' academic achievements and do not take into account other aspects of educational effectiveness [1,2].…”

Section: Introductionmentioning

confidence: 99%

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Development and validation of a measurement scale to assess nursing students’ readiness for the flipped classroom in Sri Lanka

Youhasan

Chen

Lyndon

et al. 2020

J Educ Eval Health Prof

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Purpose: It aims to develop and validate a scale to measure nursing students’ readiness to the flipped classroom in Sri Lanka.Methods: A literature review provided the theoretical framework for developing the Nursing Students’ Readiness for Flipped Classroom (NSR-FC) questionnaire. Five content experts evaluated the NSR-FC, and content validity indices were calculated. Cross-sectional surveys among 355 undergraduate nursing students from 3 state Sri Lankan universities were carried out to assess the psychometric properties of the NSR-FC. Principal component analysis (PCA, n = 265), internal consistency (through Cronbach's alpha, n = 265), and confirmatory factor analysis (CFA, n = 90) were done for construction validity and reliability test. Results: There were 37 items included in the NSR-FC for content validation and resulting in an average scale content validity index (S-CVI/AVE) of 0.94. Two items received item level content validity index (I-CVI) less than 0.78. The factor structures of the 35 items were explored through PCA with orthogonal factor rotation culminating in the identification of 5 factors. These factors were classified as technology readiness, environmental readiness, personal readiness, pedagogical readiness, and interpersonal readiness. The NSR-FC also showed an overall acceptable level of internal consistency (Cronbach’s alpha 0.9). The CFA verified a 4-factor model (excluding the interpersonal readiness factor) and 20 items achieved acceptable levels of acceptance (SRMR=0.08, RMSEA=0.08, CFI=0.87 and χ2 /df =1.57). Conclusion: The NSR-FC, as a four-factor model, is an acceptable measurement scale for nursing students’ readiness to the flipped classroom in terms of its construct validity and reliability.

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“…Flipped Learning has been applied in some courses of university education such as English, informatics, and specific subjects of medicine and nursing among others (Heeseung et al, 2015;Noor-Akmal, 2016;O'Connor et al, 2016;Oh, Kim, Kim, & Vasuki, 2017;Pence, 2016). In these studies, advantages found when FL was applied were more engagement in the course, self-regulation and more motivation in comparison with regular classes.…”

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

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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.

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Evaluation of the Effects of Flipped Learning of a Nursing Informatics Course

Abstract: A flipped learning nursing informatics course is an effective teaching strategy for preparing new graduate nurses in the clinical setting. [J Nurs Educ. 2017;56(8):477-483.].

Cited by 24 publications

References 21 publications

Development and evaluation of flipped learning using film clips within a nursing informatics course

Development and evaluation of flipped learning using film clips within a nursing informatics course

Development and validation of a measurement scale to assess nursing students’ readiness for the flipped classroom in Sri Lanka

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

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