The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students

Lee, Young-Sil; Eun, Young

doi:10.5977/jkasne.2016.22.4.567

Cited by 22 publications

(17 citation statements)

References 14 publications

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“…2019). Also, this study supports a previous study, although not an SBAR simulation, that students who participated in flipped learning have higher communication competences than those who did not (Lee & Eun 2016).…”

Section: Discussionsupporting

confidence: 89%

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Effects of flipped‐learning‐based simulation for nursing students: a retrospective survey

Lee

Jang

2021

Int J Mental Health Nurs

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This study analysed whether Situation‐Background‐Assessment‐Recommendation (SBAR) simulation, which uses a flipped learning method, improves undergraduate nursing students’ academic performance and core competencies when applied in the mental health nursing practicum, as compared with traditional in‐person simulations. To this end, a retrospective survey was employed. A group of 37 students who participated in the flipped learning‐based SBAR simulation practicum was compared with a group of 37 students who participated in the practicum using a traditional learning method, in terms of their academic performance and core competencies. The 90‐h practicum included four three‐hour SBAR simulation sessions. Students were assessed at baseline, immediately after the two‐week practicum, and four weeks later. The effects of group, time, and group‐by‐time interactions between the groups were verified using generalized estimating equations with an autoregressive correlation structure. Data were collected between March and July 2017, in South Korea. The results indicated that SBAR simulation significantly improved nursing students’ communication performance compared with the traditional learning method. The clinical practicum based on SBAR improved core competencies at the post‐practicum and four weeks later. In conclusion, the application of the flipped learning‐based SBAR simulation can improve nursing students’ communication skills and can be utilized as an effective teaching method to promote higher order competencies to apply, analyse, and evaluate knowledge beyond simple understanding and information recall. This study has addressed how academic performance and core competencies in nursing can be improved through SBAR simulation using a flipped learning method and shown its positive impact on nursing students’ communication skills and higher order competencies.

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Section: Discussionsupporting

confidence: 89%

“…The effectiveness of flipped learning has been proven by applying it to various nursing subjects, including mental health nursing (Lauerer et al . 2017; Lee & Eun 2016; Lee & Hwang 2016; Van Der Like et al . 2019).…”

Section: Discussionmentioning

confidence: 99%

Effects of flipped‐learning‐based simulation for nursing students: a retrospective survey

Lee

Jang

2021

Int J Mental Health Nurs

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“…최근 간호교육에서 플립러닝을 적용한 연구 결과를 보면 정 신간호학 임상실습교육에서는 대학생 핵심역량과 학업수행 도가 향상되었고[6], 기본간호학[7]과 건강사정 및 실습[8,9]교 특히 자기주도적 학습능력과 비판적 사고능력이 간호대학 생의 임상수행능력에 영향을 미치는 주요 요인[12]임을 감안 할 때 기본간호학실습 수업 설계 시 이들 역량향상에 효과가 있 음이 확인된 플립러닝을 적용할 필요가 있다. 그러나 아직까지 국내 간호학 교육에서 기본간호학실습 교과목을 플립러닝으 로 운영하고 자기주도적 학습능력과 비판적 사고능력에 미치 는 효과를 검증한 연구가 없다.…”

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An Action Research on Flipped Learning for Fundamental Nursing Practice Courses

Kim¹,

Kim²

2017

J Korean Acad Fundam Nurs

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This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.

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“…Therefore, instructors need to use a variety of teaching-learning methods and provide flexible learning environments that can increase the self-efficacy and learning satisfaction of their nursing college students, while reviewing their understanding of nursing college students ability to analyze the flipped learning [ 5 ]. Above all, instructors should design their classes for simulation practicum using specific and systematic flipped learning [ 29 , 30 ].…”

Section: Discussionmentioning

confidence: 99%

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

Sok

2021

IJERPH

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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.

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The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students

Cited by 22 publications

References 14 publications

Effects of flipped‐learning‐based simulation for nursing students: a retrospective survey

Effects of flipped‐learning‐based simulation for nursing students: a retrospective survey

An Action Research on Flipped Learning for Fundamental Nursing Practice Courses

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

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