Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities

Abstract

A B S T R A C TNursing students experience physiology as a challenging subject to learn. A learner-centred approach could enhance their learning. This study explored nursing students' experiences of actively studying anatomy and physiology off-campus within a flipped classroom using various digital tools. The data from focus group interviews and students' reflective notes were analysed using a combination of systematic text condensation and activity systems analysis. In the students' activity system, three tensions were identified: tension between students' expectations and the teaching design, tension between a wish for more frequent attendance and being on their own and tension between the schedule and time needed. The use of digital tools could have facilitated learning and preparation for the course activities. However, students seemed to depend on social assistance, and they might not be ready to take full responsibility for studying adequately by themselves.

Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

“…(1) This result, showing the importance of students' selfregulation level in determining the level of stress factors and symptoms, is consistent with evidence reported previously (Durand-Bush et al, 2015;Bingen et al, 2019;de la Fuente et al, 2019b). This result confirms the idea that self-regulation is a meta-behavioral variable that, due to its nature of behavior oversight, offers protection against academic stress and is associated with meta-affective variables like coping strategies (de la Fuente et al, 2015c) or meta-motivational variables like resilience (Artuch-Garde et al, 2017).…”

“…In the absence of external regulation, students must exercise even more effort to self-regulate, in order to compensate for the lack of external help. Some previous evidence has reported results consistent with this idea (Bingen et al, 2019). This view of academic stress is quite novel compared to the typical view where classical stress models (Folkman and Lazarus, 1984) are merely applied in a linear way to the university context.…”

Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students

“…As seen in prior evidence, students with little self-regulation are the ones that require greater external regulation. Certain prior evidence has shown results that concur with this idea (Shaw et al, 2017;Bingen et al, 2019). In addition, the teacher's level of selfregulation (Capa-Aydin et al, 2009) increases the likelihood of regulatory teaching (Randi, 2004;Monshi-Toussi et al, 2011), although this relationship has not been addressed in the present study.…”

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

“…If the context is non-regulating or dysregulating, it will probably not help students improve their learning process, especially if students have low SR. As seen in prior evidence, students with little SR require greater external regulation. Certain prior evidence has shown results consistent with this idea (Shaw et al, 2017;Bingen et al, 2019;Kassymova et al, 2019).…”