Outcomes and influential factors applying flipped learning methods in a clinical adult nursing practicum

Abstract

Objectives The purpose of this study was to compare the outcomes and influential factors using flipped learning methods on the education of nursing students in clinical nursing practicums in Korea. Methods This study used a nonequivalent comparison group pretest‐posttest design to determine the outcomes and influential factors within flipped learning methods in two forms (flipped‐mastery classroom model and flipped‐mastery practicum model) in clinical practicum nursing education. Flipped learning was applied in two groups (using the flipped‐mastery classroom model and the flipped‐mastery practicum model) to 80 nursing students in E university in Gyeonggi‐do. Teacher‐student interactions, self‐directed learning readiness, clinical practicum stress, confidence in performing core skills, and flipped learning were studied to investigate learner motivation and learner satisfaction. Results Teacher‐student interactions were significantly greater in the flipped‐mastery classroom model group both before and after the intervention. Self‐directed learning readiness decreased in both groups after the intervention but less so in the flipped‐mastery classroom model group. The common factor influencing learner motivation in both the flipped‐mastery classroom model and flipped‐mastery practicum model groups was learner satisfaction, while teacher‐student interactions were also influential in the flipped‐mastery classroom model group. Learner motivation influenced learner satisfaction in both groups, while self‐directed learning readiness and clinical practicum self‐confidence influenced the flipped‐mastery practicum model group. Conclusions Flipped learning was found to be effective in clinical practicums. Strategies for the efficient application of flipped learning need to be developed and applied.

The Relationship between Self-Directed Learning and Problem-Solving Ability: The Mediating Role of Academic Self-Efficacy and Self-Regulated Learning among Nursing Students

“…It is very important in this study that academic self-efficacy has a mediating effect on the relationship between self-directed learning and problem-solving ability, consistent with the results from Zhang et al [6]. Academic self-efficacy was significantly positively correlated with self-regulated learning, self-directed learning, and problem-solving ability, consistent with the results from other studies [6,16,31,32]. This indicates that the higher the level of a nursing student's academic self-efficacy is, the higher the level of self-regulated learning, the level of self-directed learning, and the ability to solve problems will be.…”

“…Self-directed learning helps motivate the search for new data to evaluate and modify results achieved in the reflective judgment process [2,31]. For self-directed learning to be successfully implemented, learners should be familiar with the method, and the educational environment must allow proper evaluation of the results of self-directed learning [32]. Unfortunately, such self-directed learning is new in the field and will require time and effort to become established in nursing education [31].…”

Factors Influencing SDL Readiness and Self-Esteem in a Clinical Adult Nursing Practicum after Flipped Learning Education: Comparison of the Contact and Untact Models

“…The number of samples was calculated using G*Power version 3.1.9.4 [19] and applying the following criteria: effect size (f2) = 0.65; significance level (α) = 0.05; and power (1-β) = 0.80. Based on prior literature [20], two-tailed tests and independent t-tests were utilized for analysis; the results showed a required sample size of 39 per group (i.e., n = 78 participants). In total, 85 students-who voluntarily agreed to participate-were randomly allocated to each group using a computerized random number generator.…”

Sala de aula invertida no ensino superior de saúde: uma revisão sistemática

“…Já o Quadro 1 descreve as principais estratégias de ensino-aprendizagem encontradas nos estudos. Observou-se que aspectos como o interesse e satisfação dos estudantes envolvidos, o desenvolvimento de troca colaborativa de conhecimento, habilidades de comunicação e argumentação, o posicionamento do estudante no centro do processo ensino-aprendizagem, a autonomia do estudante para assumir o controle de uma aprendizagem autodirigida (Andrés et al, 2018;Melo Júnior et al, 2018;Menegaz et al, 2018;Katz et al, 2017;Kohli et al, 2019), a melhoria na relação entre professor-aluno (Andrés et al, 2018;Cho & Kim, 2019), a melhoria no desempenho dos alunos em atividades propostas e a ampliação do pensamento clínico de forma crítica (Tang et al, 2017) foram aspectos que mostraram uma positiva relação com a utilização destas estratégias diante da sala de aula invertida.…”