The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial

Bayram, S; Gülnar, Emel; Özveren, Hüsna; Çalışkan, Nurcan

doi:10.1016/j.nepr.2023.103557

Cited by 8 publications

(3 citation statements)

References 21 publications

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“…One study examined how flipped learning impacted self-directed learning and blood pressure knowledge among first-year nursing students. The post-test scores for selfdirected learning and its subscales, including "self-monitoring", "motivation", and "selfconfidence", were significantly higher than the pre-test scores [54].…”

Section: Self-directed Learning In Flipped Learningmentioning

confidence: 61%

The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception

Etemi,

Uzunboylu,

Latifi

et al. 2024

Sustainability

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The contemporary landscape of education is witnessing a paradigm shift toward innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students’ perception and acceptance throughout an entire semester in the ‘Introduction to Programming with Java’ course. The research utilized a research design with a quantitative approach, ultimately aiming to inform educational practice and advance our knowledge of innovative teaching methods in higher education. This study was conducted at a university with 174 students involved, divided into two groups: 87 students in the experimental group and 87 students in the control group. The data collected through the scales were analyzed by using descriptive and inferential statistical analysis techniques in statistical software. At the end of the measurements, the technology acceptance level and self-directed learning perceptions of engineering students who received education with flipped learning were high. The results suggest that educators should consider students’ readiness for self-directed learning when implementing the flipped learning approach and focus on creating an environment that supports their autonomy and engagement. This research offers valuable guidance for instructors, curriculum designers, and educational policymakers seeking to enhance the effectiveness of flipped learning in higher education courses.

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Section: Self-directed Learning In Flipped Learningmentioning

confidence: 61%

The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception

Etemi,

Uzunboylu,

Latifi

et al. 2024

Sustainability

View full text Add to dashboard Cite

show abstract

“…One study examined how flipped learning impacted self-directed learning and blood pressure knowledge among first-year nursing students. The posttest scores for self-directed learning and its subscales, including "self-monitoring," "motivation," and "self-confidence," were significantly higher than the pretest scores [64].…”

Section: Self-directed Learning In Flipped Learningmentioning

confidence: 64%

The Effect of the Flipped Learning Approach on Engineering Students' Technology Acceptance and Self-Directed Learning Perception

Etemi,

Uzunboylu,

Latifi

et al. 2023

Preprint

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The contemporary landscape of education is witnessing a paradigm shift towards innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students' perception and acceptance throughout an entire semester in the 'Introduction to Programming with Java' course, using a research design with a quantitative approach, ultimately aiming to inform educational practice and advance our knowledge of innovative teaching methods in higher education. This study was conducted at a university with 174 students involved, divided into two groups, 87 students in the experimental group and 87 students in the control group. The data collected through the scales were analyzed by using descriptive and inferential statistical analysis techniques in statistical software. At the end of the measurements, the technology acceptance level and self-directed learning perceptions of engineering students who received education with flipped learning were high. The results suggest that educators should consider students' readiness for self-directed learning when implementing the flipped learning approach and focus on creating an environment that supports their autonomy and engagement. This research offers valuable guidance for instructors, curriculum designers, and educational policymakers seeking to enhance the effectiveness of flipped learning in higher education courses.

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“…However, inaccurate measurement of blood pressure can lead to wrong decisions in the provision of care and treatment to the patient and thus it can adversely affect safety and quality of patient care [22]. Therefore, use of the simulators with feedback quality, which has become widespread in nursing education in our country, Turkey, has gained importance in the improvement of the psychomotor skills of rst year nursing students while they receive the blood pressure training.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Using Simulator and Video-assisted Teaching on the Acquisition of Blood Pressure Measurement Skills: a Quasi̇-experi̇mental Study

CERKEZOGLU,

OZDEMIR

2024

Preprint

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Background: Blood pressure assessment, which is widely used in clinical practices, is an important practice that is under the responsibility of the nurse. Blood pressure measurement is also one of the most important indicators affecting nursing practices and many medical decisions during the evaluation of the health of the society. Methods: The study was aimed at investigating the effect of teaching performed with the blood pressure measurement-training simulator and video education on nursing students’ blood pressure measuremet skill levels. The study was designed as a randomized controlled quasi-experimental study. Recruited 62 students who were assigned to the experimental (n = 31) and control (n = 31) groups using the simple random sampling method. The experimental group received blood pressure measurement skills training on the blood pressure measurement simulator, and the control group received the same training on a video. Results: In the study, the mean scores in the control group were 27.84 for psychomotor skills, 6.55 for self-confidence. The mean scores in the experimental group were 34.06 for psychomotor skills, 7.84 for self-confidence. Conclusion: The results show that the students learning with the simulator showed better learning performance than those who received the video method. However, both learning methods increased students' measurement skills.

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The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial

Cited by 8 publications

References 21 publications

The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception

The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception

The Effect of the Flipped Learning Approach on Engineering Students' Technology Acceptance and Self-Directed Learning Perception

The Effect of Using Simulator and Video-assisted Teaching on the Acquisition of Blood Pressure Measurement Skills: a Quasi̇-experi̇mental Study

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