Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

Abstract

Objective: The aim of this study was to explore nursing students' experiences, perceptions and behavior during a course on kidney and urinary system anatomy and physiology designed according to the flipped-classroom approach. In flipped-classroom teaching, students prepare for class by engaging with teacher-produced learning material, typically videos. This frees up time in class, which can instead be spent on various student-centered, active-learning activities. Only very few studies on the use of flipped classroom in nursing education have been published. Methods: Videos and active-learning activities were developed and used in a course with forty-eight first-year, first-semester nursing students at the School of Nursing, Campus Holstebro, VIA University College, Denmark. After completing the course, students were invited to participate in a survey. In addition, students' use of videos was tracked during the course. Results: Students expressed a very high degree of satisfaction with the eight videos assigned, which they generally watched on the day before class. The videos helped them acquire knowledge and prepare for in-class, active-learning activities. Twenty-six percent of the students believed that the videos were better than face-to-face lectures with regard to learning outcome, 56% felt they were of equal benefit, and only 18% benefited most from face-to-face lectures. Only a small minority (18%) preferred traditional teaching over flipped classroom teaching, 41% preferred flipped classroom and 41% did not prefer one approach over the other.Conclusions: These results demonstrate that the flipped classroom is a valuable teaching approach in nursing education which can result in a high level of both student satisfaction and self-reported learning outcome.

Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

“…Flipped learning is a reverse concept learning method that breaks the traditional instructional education method. Flipped learning is generally used in theoretical subject courses, and it improves the learning ability of students [ 12 , 14 , 15 , 16 ]. Flipped learning helps learners to solve performance tasks by providing core educational contents in advance through the instructional media designed by the instructors.…”

“…Therefore, the strategy of the instructor in flipped learning is infinite and diverse, and the use of educational media is the most important feature [ 17 ]. In simulation practicum using flipped learning, self-directed learning, which consists of an online class video lecture, makes learners aware of different situations in advance [ 15 , 17 ]. It can cultivate the problem-solving process for learners to design and explore by becoming a team member through the simulation practicum.…”

“…However, it can be said that cooperative learning between the instructor and the learner is very important in the offline class of flipped learning due to the learner’s limitation in deep learning progression with self-directed learning via online class video lectures [ 17 , 18 ]. In the offline class, the instructor corrects the errors found in the performance task of the learners so that they can perform error-free practical tasks [ 14 , 15 ]. In the current situation, where there is a lack of innovative teaching and learning methods to improve the quality of nursing education [ 17 ], flipped learning can be used to develop a simulation practicum for nursing students and to verify its effectiveness is significantly valuable for nursing pedagogy [ 18 ].…”

“…In this study, self-directed pre-learning, which involves simulation practicum lectures using flipped learning, develops the problem-solving process so that the learners will be able to design and explore various situations by recognizing them in advance [ 9 , 19 ]. Eventually, the repetition and practice of this process will enable the learner to finally accomplish the task successfully and to improve his or her problem-solving ability, thereby enhancing their sense of achievement in learning [ 4 , 15 , 17 , 21 ].…”

Determining the impact of pre-lecture educational video on comprehension of a difficult gross anatomy lecture

“…In fact, lecturers often ignore students' prior preparation, which tends to be self-regulated and controlled autonomously by the students. Despite the emergence of flipped classrooms, blended learning, and massive open online courses (MOOCs), through which pre-lecture activities are often covered automatically before students enter formal classes,28, 29, 30 there is a lack of evidence regarding the impact of a structured pre-lecture activity on students' learning performances, particularly when it comes to knowledge acquisition and comprehension 30 . Likewise, the applicability and feasibility of conducting pre-lecture activities have been poorly explored in the context of anatomy lectures.…”