Factors Affecting the Academic Achievement of Nursing College Students in a Flipped Learning Simulation Practice

Abstract

A flipped learning simulation practice is composed of two parts. First, it involves learning a practical subject in advance via video in a place other than the classroom, then performing a simulation practice consisting of pre-learning, simulation, and debriefing sections. This study was performed to determine and confirm the factors affecting the level of academic achievement of nursing college students in a flipped learning simulation practice. A cross-sectional descriptive design was used. The participants were 160 nursing students who had experience of a flipped learning simulation practice in a nursing college in South Korea. The factors measured were the general characteristics of the participants, the participants’ academic achievement, the analysis ability of the flipped learning class, the participants’ self-directed learning preparation, the participants’ self-efficacy, and the participants’ learning satisfaction. Data were collected from September to November, 2019. As a result of the analysis, we found that the factor that had the greatest influence on the academic achievement of nursing students was self-efficacy, followed by gender, flipped learning education experience, learning satisfaction, age, and the analysis ability of the flipped learning class. In the nursing practicum, nursing educators need to pay attention to the use of flipped learning simulation practice and the factors affecting the academic achievement of nursing college students. In flipped learning simulation practice, specific interventions and strategies are required to improve the academic achievement of nursing college students.

Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students

“…However, FC does not in itself improve academic performance. Instead, performance genuinely improves when students are guided with self-regulation tools (Butzler, 2016;Gu & Sok, 2021;Velde et al, 2021). Dunkle and Yantz (2020) note that in addition to the importance of good design and planning of FC, regular communication with students is also needed, and there is the possibility that FC specifically adapts to the context of the needs of the students, their teachers, and universities (Velde et al, 2021).…”

“…- Gu & Sok (2021) noted that the academic performance of students who were taught using a flipped learning simulation practice was relatively higher than the average.…”

“…The other 9 articles that implicitly analyse students' motivation (they do not mention this term as such, but instead satisfaction), measure it through satisfaction surveys that are sent to students at the end of the academic year (Casasola et al, 2017;Dong et al, 2021;Gu & Sok, 2020;Gu & Sok, 2021;He et al, 2019;Saunders et al, 2017;Sezer & Abay, 2018;Velde et al, 2021;Weaver & Sturtevant, 2015).…”

“…In all of them, the self-regulatory capacity of students is considered to be a key requirement for good performance in an FC environment, as during the different stages of implementation of the method, the teacher will design opportunities for students to take responsibility for their own learning. The selected research works centre on two lines; on the one hand they consider the positive effect on students' performance in the FC learning environment of applying self-regulation strategies (Gu & Sok, 2021;Sherr et al, 2019;Thai et al, 2017;Thai et al, 2020;Zheng et al, 2021), and on the other hand, identifying the strategies students use during FC (Gu & Sok, 2020;Lee & Choi, 2019;Naibert et al, 2021;Zhu et al, 2020).…”

Changing Mathematical Paradigms at the University Level: Feedback from a Flipped Classroom at a Peruvian University

“…The most recent research on the flipped classroom shows that it has been used in several disciplines with encouraging results, becoming a determining factor in the success of student learning, as students work actively and collaboratively, being the builders of their own knowledge, enabling the teacher to guide the process effectively [20,21]. COVID 19 had a significant impact on the perception and adoption of the flipped classroom model, as all educational institutions had to adapt to the distance model during the pandemic [22].…”