Flipped Classroom Learning Method to Improve Caring and Learning Outcome in First Year Nursing Student

Sari, Ni Putu Wulan Purnama; Parut, Anselmus Aristo; Kusnanto, Kusnanto

doi:10.24990/injec.v2i1.136

Cited by 3 publications

(5 citation statements)

References 3 publications

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“…The finding is in line with Mokodongan (2020), that in his research on work engagement, it showed a significant value of 0.012 < 0.05 which indicated that work engagement had a positive and significant effect on caring behaviour among nurses (Mokodongan, 2018). Another study by Sari, Parut and Kusnanto (2017) regarding to a flipped classroom learning method, which is a method used to increase student engagement (Busebia, 2020) , concluding that the flipped classroom learning method could be used to improve the caring behaviour of new student nurses. The implementation of the reversed classroom learning method proved to be effective in increasing caring behaviour in student nurses.…”

Section: Discussionmentioning

confidence: 99%

“…The implementation of the reversed classroom learning method proved to be effective in increasing caring behaviour in student nurses. Some factors affected the flipped method included individual characteristics, teaching materials, instructors/facilitators and the time available for learning (Sari, 2017). Acceptance of the flipped classroom method was more conducive because it was taken into account critical thinking aspects which enabled students to write their opinion in a piece of paper and used more rational than traditional views as well as it involved aspects of innovation and internalization in learning experiences (Hanta, 2014).…”

Section: Discussionmentioning

confidence: 99%

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Student Engagement Increases Caring Behaviour of Nursing Students

Indriyawati,

Sudirman,

Awaludin

2023

JENDELA NURSING JOURNAL

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Background: Even though caring behavior is introduced since nursing students enter the institution, caring behavior is still low, this may be due to a lack of student involvement.Purpose: The study provides insight into the relationship between student engagement and caring behaviour in nursing students.Methods: A descriptive correlational study was conducted. Data were collected from 250 nursing students in the second to fourth years who had clinical practice experience. A cross-sectional study design was conducted. Data were collected using a modified Caring Behaviour Inventory (CBI) and a Student Course Engagement Questionnaire (SCEQ). Pearson product-moment correlation analysis techniques were used.Results: The overall student engagement score was 73.7 ± 6.8 on average while the caring behaviour score was 74.6 ± 6.5. Student engagement was significantly associated with caring behaviour r = .905 (p 0.001).Conclusion: Based on the finding that student engagement is strongly linked to the display of caring behavior in nursing students, it is clear that active engagement in the learning process is critical for fostering an understanding of caring behaviour. This study provides valuable insights for nursing lecturers seeking to increase student engagement and improve the development of caring behaviour among nursing students. By incorporating strategies that encourage active student participation and engagement, nursing departments can help to facilitate the development of caring behavior among their students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Student Engagement Increases Caring Behaviour of Nursing Students

Indriyawati,

Sudirman,

Awaludin

2023

JENDELA NURSING JOURNAL

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“…Sample sizes ranged from smaller studies (n<20 e.g., Hermanns et al, 2015;Saunders et al, 2017) involving perceptions of clinical tutors or faculty staff to larger student cohort studies (250≤n≤600, e.g., Holman & Hanson, 2016;Missildine et al, 2013;Saunders et al, 2017), with a median of 76 participants. The duration of interventions ranged from single-semester (Green & Schlairet, 2017;Mikkelsen, 2015;Yacout & Shosha, 2016) to year-long (Choi et al, 2015;Kim & Jang, 2017;Tune et al, 2013), to comparison of cohorts across two or more years of study (Posey & Pintz, 2017;Sari et al, 2017;Shatto et al, 2017).…”

Section: Study Characteristicsmentioning

confidence: 99%

“…One study reported both diminished and improved satisfaction (Tune et al, 2013). Three of the 16 studies did not discuss student satisfaction as part of their research (Sari et al, 2017;Shatto et al, 2017;Singla et al, 2016). Of the five studies who reported no change in performance outcome, three of these still showed improved satisfaction (Geist et al, 2015;Holman & Hanson, 2016;Posey & Pintz, 2017), and two did not measure satisfaction.…”

Section: Student Satisfaction • Enhanced Satisfaction • Diminished Samentioning

confidence: 99%

The impact of flipped classrooms in nurse education

Lelean

Edwards

2020

WJE

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Flipped classroom pedagogy is increasingly seen to be useful in the tertiary education sector and has recently been more frequently offered in nursing education. This literature review aims to critically examine empirical published work which reports of the impact of flipped classroom pedagogies on nursing students’ learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach this stress can be reduced.

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“…There are many components that greatly determine the success of a teaching and learning process, including teaching methods, teaching and learning activities, media, and also time (Wulan Purnama Sari et al, 2017). Students' interest in attending lectures also greatly influences their outcomes.…”

Section: Introductionmentioning

confidence: 99%

English Club Activities to Increase the Nursing Students’ Motivation in Learning English: Students’ Perception

Juliana

2022

Lingua Didaktika

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The purpose of this study is to determine nursing students' perceptions of English Club activities. This research was conducted at the Kesdam Iskandar Muda Nursing Academy Banda Aceh (AKIMBA) with a sample of 50 students who joined in English Club activities. The data collection method in this study was a questionnaire. The questionnaire was used to find out students' perceptions of English Club activities. The result of this study showed that the average score of student perceptions was 82.3%. It means that students totally agree with the activities of English Club at AKIMBA and it has a very important role in enhancing the nursing students' interest in English learning. English Club activities can increase the motivation of nursing students in learning. The students feel fun and enthusiastic while gaining the material of the English Club.

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Flipped Classroom Learning Method to Improve Caring and Learning Outcome in First Year Nursing Student

Cited by 3 publications

References 3 publications

Student Engagement Increases Caring Behaviour of Nursing Students

Student Engagement Increases Caring Behaviour of Nursing Students

The impact of flipped classrooms in nurse education

English Club Activities to Increase the Nursing Students’ Motivation in Learning English: Students’ Perception

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