Effects of Infection Control Education Program Using Flipped Learning Based on the ARCS Model for Nursing Students: A Mixed Method

Abstract

This study was conducted to verify the effect of an infection control education program, using flipped learning based on the ARCS model, for nursing students. The study was a mixed-method study, composed of a nonequivalent control group, a pretest-posttest design, and focus group interviews. The total number of participants was 37, with 18 in the experimental group and 19 in the control group. The mean age of the participants was 24.32 ± 5.60 years, consisting of three males (8.1%) and thirty-four females (91.9%). The collected data were analyzed using a linear mixed-effects method. The data regarding experiences of participation were analyzed using conventional content analysis. The experimental group had a higher degree of learning motivation, self-directed learning ability, and confidence in infection control practice than the control group. In the results of the focus group interviews, the themes were derived from ‘Engaging learning experience, although difficult, in new ways of learning’. It was confirmed that the infection control education program, using flipped learning based on the ARCS model, was an effective intervention for improving nursing students’ self-directed learning ability. Therefore, it is strongly recommended to use the educational program developed in this study for infection control education for nursing students and new nurses.

Multimodal Educational Intervention for Adherence to Standard Precautions in the COVID-19 Pandemic Among Nursing Professionals: A Quasi-Experimental Study

“…A review of the literature showed that several studies have explored adherence to standardized rules among both professionals and nursing students (9)(10)(11)(12). Notably, these studies employed multivariate approaches to examine different educational strategies.…”

“…Notably, these studies employed multivariate approaches to examine different educational strategies. For example, a study with nursing students compared the effectiveness of conventional lecture programs to flipped learning (z); however, another study investigated the impact of educational videos versus reading standard operating procedures on the understanding of standard practices (12). Despite these findings, the results of these studies have sometimes been contradictory or even inconclusive, particularly in terms of the effectiveness of these methods when used in isolation or in direct comparison (9)(10)(11)(12).…”

Analysis of Teachers' Perceptions of the Benefits and Challenges of Adopting the Flipped Learning Model

“…While the known advantages of the flipped learning model are often extolled, the intricacies and impact of its implementation on diverse educational contexts are still not fully understood. The rationale behind flipping the traditional model rests on the premise that students can absorb foundational knowledge independently, allowing valuable face-to-face class time to be dedicated to deeper understanding, problem-solving, and critical thinking (Jeong et al, 2023;Parati et al, 2023). However, questions linger about the effectiveness of this inversion across different subjects, age groups, and cultural contexts.…”