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

Wilson, Kimberly E.; Hobbs, Jill R.

doi:10.1016/j.teln.2022.08.002

Cited by 9 publications

(7 citation statements)

References 13 publications

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“…Continuous Professional Development in the context of developing knowledge and skills is the responsibility of individual teachers following the learning community, so it is significant for teachers at the very front end of education (Clerkin et al, 2022). Therefore, for sustainable professional development to: 1) support individual needs and improve professional practices, Continuing Professional Development activities must ensure the depth of knowledge related to teaching materials being taught (Nicholls et al, 2017); 2) provide a solid foundation of learning methodology (pedagogics) for specific subjects (Wilson & Hobbs, 2022); 3). provide more general knowledge about the learning process and school as an institution in addition to knowledge related to teaching materials taught and learning methodologies (pedagogics) for certain subjects (Mccartney & Boschmans, 2020); 4) root in and reflect the best available research in the field of education; 5) contribute to the measurement of the increase in the success of students in their learning (Msosa et al, 2022); 6) make teachers intellectually connected to existing ideas and resources (Loureiro et al, 2017); 7) provide sufficient time, support and resources for teachers to be able to master the content of learning materials and pedagogy and integrate them into daily learning practices (Ward et al, 2022); 8) designed by representatives of those who will participate in PKB activities in collaboration with experts in their fields (Shuid et al, 2015); 9) includes various forms of activities including some activities that may not have been thought of before according to the conditions and needs at that time (Clerkin et al, 2022).…”

Section: Resultsmentioning

confidence: 99%

Continuous Professional Development of Teachers Through Teaching Clinics at Muhammadiyah 28 Islamic Elementary School

Wahjusaputri

Syarif²,

Handayani³

et al. 2023

J. Prim. Edukasia

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This study aims to develop the continuous professionalism of teachers through the Teaching Clinic at the Muhammadiyah 28 Islamic Elementary School, Jakarta. Continued professionalism requires high self-awareness of teachers to consistently build their profession regardless of educational qualifications, subjects, and levels of education. The research method uses Research Development with the ADDIE model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were teachers of grades I – VI of SD Islam Muhammadiyah 28 Jakarta. The results showed that teachers' need for continuous professional development was very high using a self-management model including self-mastery, self-motivation, self-management, material, and emotions. Further study has discovered that the resulting self-management model is feasible to use. This is shown by expert validation of 87% and practitioner validation of 83.5%. The study hopes to provide a self-management model for fostering continuous professionalism of teachers at SD Islam Muhammadiyah 28 Jakarta through the Teaching Clinic

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Section: Resultsmentioning

confidence: 99%

Continuous Professional Development of Teachers Through Teaching Clinics at Muhammadiyah 28 Islamic Elementary School

Wahjusaputri

Syarif²,

Handayani³

et al. 2023

J. Prim. Edukasia

View full text Add to dashboard Cite

show abstract

“…This study showed no difference between students' academic performance in the simulation approach based on the ipped classroom and SBE. Similarly, Wilson and Hobbs (2022) found that nursing students' validation scores using the ipped classroom approach in the fundamental nursing course were no different from in-person instruction [24]. The meta-analysis by Gillette et al (2018) did not show a signi cant difference in academic performance test scores between the ipped and traditional classrooms [32].…”

Section: Discussionmentioning

confidence: 96%

“…They indicated that this was more practical than traditional teaching [21,22]. Although some sources have demonstrated the bene ts and positive impacts of ipped learning [23], others did not show signi cant differences between simulation based on ipped and traditional learning [24]. Therefore, further studies are required to evaluate this new approach.…”

Section: Introductionmentioning

confidence: 99%

The effect of simulation education based on flipped learning on academic engagement, motivation, and performance of first-year nursing students

Beiranvand

Foladvandi

Mokhayeri

et al. 2023

Preprint

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Background: Nursing educators need to be prepared to adopt innovative, evidence-based approaches to education to improve student learning outcomes and prepare the workforce- to better practice within complex health care systems. The present study aimed to determine the effect of simulation education based on flipped learning on performance, motivation in learning, and academic engagement of first-year undergraduate nursing students. Methods: This study was conducted with a quasi-experimental design. Forty first-year undergraduate nursing students registered for the spring semester were selected by whole enumeration sampling. For the intervention group (n=22), the fundamental nursing skills course was taught to them using simulation education based on flipped learning. The control group (n=18) was taught in the same class using simulation-based education. Outcomes, including performance, learning motivation, and academic engagement, were measured using the nursing skills observation checklists, the Instructional Materials Motivation Scale, and the academic engagement questionnaire at the middle and end of the semester. Data were analyzed using mean, paired t-test, and ANCOVA analysis with Stata-17 software. Result: There was no significant difference between the mean score performance and the total mean score of subscales of learning motivation and academic engagement in the middle and end of the semester in the two groups. Analysis of covariance (ANCOVA) showed no significant difference between the two groups in performance (P>0.05), learning motivation (P>0.05), and academic involvement (P>0.05). Conclusion: It is recommended to use this method as well as traditional approaches, particularly to teach psychomotor skills to senior students who have higher self-regulation skills. There is still a need for further research using this approach to teach psychomotor skills, practical lessons and various outcomes.

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“…Students must demonstrate competence to progress through the program and provide safe nursing care (Wilson & Hobbs, 2023). An estimated 70-80% of medical errors are associated with insu cient soft skills (Fukuta & Iitsuka, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…For example; In Aldridge's (2017) literature review, it was determined that peer education, practicing on real people, the guidance of instructors, laboratory or clinical environment conditions, whether patients need skills that the student will do, and anxiety are effective factors in skill learning (Aldridge, 2017). A study conducted by Wilson et al (2023) found that student satisfaction and self-con dence level was increased after using a ipped classroom approach and a low-delity simulation to innovatively teach skill acquisition (Wilson & Hobbs, 2023).…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of the Nursing Student Perception of Nursing Skill: It's Like a Key to a Lock

Gençbaş

Boztepe²

2023

Preprint

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Little is known about how nursing students perceived “nursing skills” concept. The purpose of the study was to examine nursing students' perceptions of nursing skills. This study adopted a descriptive qualitative approach. Participants were recruited using random from each class. The sample consisted of a total of 19 students. Semi-structured interviews were conducted through three focus group discussions. Data were analyzed through thematic analysis. Two main themes emerged from the participants' narratives: 1) meaning of the nursing and 2) sufficiency. The first theme describes competence, psychomotor skills, and soft skills sub-themes. The second theme describes course content, classroom content, and clinical environment sub-themes. It was revealed that the students did not comprehend the importance of soft skills sufficiently, especially in the first years of their education life, and they realized their importance during the hospital internship.

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

Cited by 9 publications

References 13 publications

Continuous Professional Development of Teachers Through Teaching Clinics at Muhammadiyah 28 Islamic Elementary School

Continuous Professional Development of Teachers Through Teaching Clinics at Muhammadiyah 28 Islamic Elementary School

The effect of simulation education based on flipped learning on academic engagement, motivation, and performance of first-year nursing students

A Qualitative Study of the Nursing Student Perception of Nursing Skill: It's Like a Key to a Lock

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