Applying the Flipped Classroom Model to Psychomotor Skill Acquisition in Nursing

Dinndorf-Hogenson, Georgia A.; Hoover, Carrie; Berndt, Jodi Lisbeth; Tollefson, Bethany; Peterson, Jennifer; Laudenbach, Nichole

doi:10.1097/01.nep.0000000000000411

Cited by 9 publications

(7 citation statements)

References 3 publications

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“…Across a wide-reaching synthesis of currently available interdisciplinary research reports, Shi et al (2020) found that the flipped classroom instruction can positively influence college students' cognitive and affective achievement. The results of Dinndorf-Hogenson et al (2019) suggested that the methods used with the flipped classroom pedagogy do not significantly affect student performance on psychomotor skill acquisition. However, in this study, the learning performance evaluation of the three-round study showed that all three dimensions of cognitive, affective, and psychomotor differed significantly between the two groups.…”

Section: Tdiafc Facilitated Students' Learning Effectivenessmentioning

confidence: 96%

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

Zhao

2021

Front. Psychol.

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In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.

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Section: Tdiafc Facilitated Students' Learning Effectivenessmentioning

confidence: 96%

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

Zhao

2021

Front. Psychol.

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“…Our study results align with McKenny (2011) , because we both used online video demonstration and all participants were successful in their return demonstration of the skill, despite the teaching strategy. Dinndorf-Hogenson et al (2019) used a flipped-classroom approach to teach insulin administration before a simulation experience. The control group received a video instruction demonstrating the skill, while the intervention group received a written instruction guide.…”

Section: Discussionmentioning

confidence: 99%

“…There were no differences found between each group's performance on their skills during simulation, however, the written instruction guide group was more likely to use additional resources to supplement their learning. While Dinndorf-Hogenson et al (2019) used a flipped-classroom approach as we did, our study differed because our control group received in-person instruction and our intervention group received video demonstration.…”

Section: Discussionmentioning

confidence: 99%

“…The literature supports a flipped classroom as an instructional method; however, there is limited research on the use of this strategy to teach skill acquisition in nursing. Dinndorf-Hogenson et al (2019) evaluated 42 nursing students’ skill acquisition via a flipped-classroom approach by comparing a media group that received video examples of insulin administration and a reading group that received an instruction sheet with pictures. After each intervention, students demonstrated the skill during the simulation and were evaluated using a skills checklist.…”

Section: Introductionmentioning

confidence: 99%

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Innovative use of a flipped-classroom approach to teach fundamental nursing skills

Wilson¹,

Hobbs²

2023

Teaching and Learning in Nursing

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“…Some studies have reported that students who received training with the FCA are more successful in terms of skill performance than those who received training with the TCA (Hu et al, 2018;Xu et al, 2019). In contrast, Dinndorf-Hogenson et al (2019) reported that the FCA did not significantly affect student skill performance on insulin pen administration.…”

Section: Academic Achievement and Skill Performance Sectionmentioning

confidence: 99%

Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first‐year nursing students

Aksoy

Gürdoğan

2022

Japan Journal Nursing Sci

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Aim In nursing education, innovative approaches are crucial to enhancing students’ competence and preparing them to respond to the complex healthcare needs of society. The aim of the current study was to compare the efficacy of the flipped classroom and traditional educational approaches on the acquisition of urinary system knowledge and skill level, and on the motivation and learning strategies of first‐year nursing students. Methods This study was implemented with a single blind and randomized controlled design in the nursing department of a university’s faculty of health sciences between December 2018 and December 2019, with 94 first‐year undergraduate nursing students (47 in the experimental group adopting a flipped classroom approach, 47 students in the traditional approach control group). The study was conducted over pre‐test and posttest phases for both groups. Results The experimental group had higher mean scores than the controls in intrinsic goal orientation, task value, self‐efficacy, rehearsal, elaboration, and organization and effort regulation, but lower scores in test anxiety (p < 0.001). The theoretical and skill exam scores of the experimental group were higher than those of the control group (p < 0.001). Conclusion The flipped classroom approach was effective for improving urinary system knowledge and skill level, and for the motivation and learning strategies of nursing students. This innovative education approach can be recommended as a student‐centered method in nursing education for teaching theoretical knowledge and evidence‐based practices.

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Applying the Flipped Classroom Model to Psychomotor Skill Acquisition in Nursing

Cited by 9 publications

References 3 publications

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

Innovative use of a flipped-classroom approach to teach fundamental nursing skills

Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first‐year nursing students

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