Facilitating decision-making performances in nursing treatments: a contextual digital game-based flipped learning approach

Hwang, Gwo Jen; Chang, Ching Yi

doi:10.1080/10494820.2020.1765391

Cited by 49 publications

(30 citation statements)

References 54 publications

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“…The face-to-face time (group learning space) is used to accelerate the learning cycle by using more active learning strategies [17]. Therefore, according to the learning cycle model [18,19], the active content attainment takes place in the individual learning space and the concept application shifts to the class time [16,[20][21][22]. To promote the reflective process and enhance learning achievements, the provision of an adequate learning guidance is important for the individual learning phase.…”

Section: Introductionmentioning

confidence: 99%

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Flipped learning enhances non-technical skill performance in simulation-based education: a randomised controlled trial

et al. 2021

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Background Many efforts of the past years aimed to build a safer health care system and hereby, non-technical skills (NTS) have been recognised to be responsible for over 70 % of preventable medical mishaps. In order to counteract those mishaps, several simulation-based trainings have been implemented in health care education to convey NTS. Still, the best and effective way to foster NTS in simulation-based training is not known. Due to the importance of NTS, this gap in knowledge needs to be filled. A possible approach to convey NTS effectively during simulation-based medical education (SBME), might be the use of the flipped learning approach. The benefits of flipped learning regarding the improvement of human factors (NTS), have not been investigated yet. Therefore, the authors introduced flipped learning as an experimental intervention into their SBME emergency trainings and aimed to analyse, whether flipped learning improved students´ NTS performance compared to lecture-based learning (LBL). Methods In a randomized controlled trial, 3rd year medical students participated in a SBME training and then received either a further SBME training with integrated flipped learning on NTS (intervention), or a further SBME training and an accompanying lecture on NTS (control). NTS performance was assessed on three skill dimensions with a validated behavioural marker system. Results The authors analysed NTS performance of 102 students, prior and after their allocation to each teaching method. The baseline NTS performance of both groups did not differ, whereas the intervention group enhanced significantly on all three skill dimensions (t (44) = 5.63, p < .001; t (44) = 4.47, p < .001; t (44) = 4.94, p < .001). Conclusion The integration of flipped learning into SBME yields a significant improvement of NTS performance and therefore medical educators should consider the application of flipped learning to convey complex human factors and skills.

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Section: Introductionmentioning

confidence: 99%

“…Although several studies suggest that the flipped approach improves learning in healthcare education and is superior compared to classical learning approaches [15,20,22,34], to our best knowledge, no published study has investigated if flipped learning yields significant improvements in human factors-like NTS performance.…”

Section: Introductionmentioning

confidence: 99%

Flipped learning enhances non-technical skill performance in simulation-based education: a randomised controlled trial

et al. 2021

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“…By overcoming the challenges during the COVID-19 pandemic, these positive findings provide a useful case for nursing educators who are attempting to deliver online courses for skill training. As Hwang and Chang (in press) pointed out, nursing educators should find innovative teaching strategies to promote effective learning and improve students' professional knowledge and skills. Therefore, the proposed approach provides a good example that can be adopted by nursing educators.…”

Section: Discussionmentioning

confidence: 99%

Facilitating nursing students' skill training in distance education via online game-based learning with the watch-summarize-question approach during the COVID-19 pandemic: A quasi-experimental study

Chang

Chung

Yang

2022

Nurse Education Today

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“…Flow experience should be considered a whole process or a psychological state that allows an individual to focus effortlessly on programming activities [41]. Currently, many studies use flipped teaching to investigate flow experience [42,43]. Wang and Hsu's [44] research indicates that a balance of challenge and skill is a necessary prerequisite for flow experience.…”

Section: Flow Experiencementioning

confidence: 99%

Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load

2021

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The flipped teaching method has become increasingly mature and critical. Previous flow experience studies have concentrated on game-based learning, and cognitive load studies have concentrated on different types of teaching materials (e.g., video). Due to the characteristic differences between problem-based learning and the Conceive, Design, Implement, Operate (CDIO) engineering design, the authors were interested in applying the CDIO engineering design to the flipped programming course. This study was proposed to measure students’ cognitive load and flow experience by using CDIO engineering design in the flipped programming course, which used a one-group pretest–post-test nonequivalent-groups design method for 16 weeks. This study recruited 40 college students (males = 14, females = 26) who were first-year freshmen attending a university as its subjects. The results indicate that the students showed no significant improvement between cognitive load and gender difference in cognitive load and flow experience, but that they significantly improved some dimensions of flow experience. This study provides implications and evidence related to applying the CDIO engineering design in flipped programming courses.

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Facilitating decision-making performances in nursing treatments: a contextual digital game-based flipped learning approach

Cited by 49 publications

References 54 publications

Flipped learning enhances non-technical skill performance in simulation-based education: a randomised controlled trial

Flipped learning enhances non-technical skill performance in simulation-based education: a randomised controlled trial

Facilitating nursing students' skill training in distance education via online game-based learning with the watch-summarize-question approach during the COVID-19 pandemic: A quasi-experimental study

Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load

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