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

Abstract

This study aimed to evaluate the effects of a flipped learning contact model and a flipped learning “untact” model with Korean nursing students undergoing a clinical practicum, and to examine the factors of self-directed learning readiness and self-esteem considering these learning models. The participants included 85 students. Participants were randomly allocated to two models. This study measured self-directed learning readiness, self-esteem, learner motivation, professor–student and clinical instructor–student interactions, confidence in performing core skills, participating in online activities, clinical practice stress, and the friendliness of the two models. Participants’ characteristics were analyzed using frequencies and percentages, and between-group differences regarding characteristics were analyzed using the χ2 test, independent t-test, and one-way ANOVA with a Scheffe test. This study conducted independent t-tests for comparison of the between-group adjusted mean difference of the pretest and posttest scores. The influence of the dependent variables on self-directed learning readiness and self-esteem was measured using a stepwise multiple regression method. Among the two models in the practicum, the flipped-mastery contact model (FMCM) showed higher self-directed learning (SDL) readiness and professor–student interaction than those of the flipped-mastery untact model (FMUM) after the clinical practicum was completed. The three influencing factors of SDL readiness were FMCM, learner motivation, and ward friendliness, with an explanatory power of 31.6% (F = 13.96, p < 0.001). Learner motivation, professor–student interaction, and ward friendliness influenced self-esteem, with an explanatory power of 54.7% (F = 34.86, p < 0.001).

The effect of metacognition and self‐directed learning readiness on learning performance of nursing students in online practice classes during the COVID‐19 pandemic period

“…In the tool, a higher total sum score indicates a higher degree of self-directed learning readiness. The reliability of this tool has been previously demonstrated by a Cronbach's alpha coefficient ranging from 0.84 to 0.94, and this study showed a Cronbach's alpha of 0.91 (Cho & Kim, 2021;Kim & Yang, 2020).…”

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

“…Wilson et al found that only 5.7% of students preferred the flipped method alone [ 32 ]. Cho and Kim reported that students showed inferior self-directed learning readiness and instructor–student interaction in online flipped learning compared to their counterparts who received face-to-face flipped learning [ 10 ].…”

“…However, the online format of flipped classrooms should be carefully implemented to avoid negative learning outcomes. Cho and Kim reported inferior self-directed learning readiness and professor–student interaction when comparing online to face-to-face flipped learning [ 10 ]; therefore, these parameters should be carefully considered when implementing online flipped classrooms. On the other hand, Smith and Boscak utilized the flipped classroom mode of instruction in restructuring a course to an online format [ 5 ].…”

Clinical Stage Students’ Readiness and Perception Towards Self-Directed Learning

“…This study did not attempt to analyze other cofounding factors that could affect students' SDL, such as students' self-esteem, learning motivation, studentteacher interaction and clinical practice stress. 26 Instead, this study only included the study programs (international vs regular program) in the analysis. Another important limitation is that this study only conducted cross-sectionally.…”