The Effects of Flipped Learning on the Self-Directed Learning and Information Literacy of Nursing Students

You, Hye Sook; Kim, Nam Young

doi:10.22251/jlcci.2017.17.21.491

Cited by 7 publications

(11 citation statements)

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“…Furthermore, it can have a positive effect on class participation. It also supports the study result that education using flipped learning helps students to maximize their learning ability by enabling them to understand the content of the class in advance [ 12 , 16 , 17 , 18 ]. This can be important in complementing the shortcomings of the current nursing theory education, and proving that simulation practicum using flipped learning is an effective educational intervention.…”

Section: Discussionsupporting

confidence: 79%

“…In nursing education, the biggest advantage of practicum representing the clinical field is capturing the interest of the nursing students [ 21 ]. In the teaching and learning method using flipped learning, the instructor needs to expand and provide activity-oriented classes to extend the development and knowledge of various video lecture media, while taking into account the interests of the nursing students [ 13 , 16 , 21 , 30 , 31 ]. In addition, if nursing skills are gradually completed by increasing the interaction between the instructor and the learner using flipped learning, they will be able to make a significant contribution to the improvement of professional skills for nursing performance.…”

Section: Discussionmentioning

confidence: 99%

“…Flipped learning is a reverse concept learning method that breaks the traditional instructional education method. Flipped learning is generally used in theoretical subject courses, and it improves the learning ability of students [ 12 , 14 , 15 , 16 ]. Flipped learning helps learners to solve performance tasks by providing core educational contents in advance through the instructional media designed by the instructors.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

Sok

2020

IJERPH

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This study aimed to examine the effects of simulation practicum using flipped learning on nursing competency, core basic nursing skill (subcutaneous injection) performance, self-efficacy, and learning satisfaction of Korean nursing students. This study used a quasi-experimental pretest-posttest control group design. The samples used were from 101 nursing students (Intervention 1: n = 34; Intervention 2: n = 34; Control: n = 33) over 20 years old in G provinces, Korea. For the experimental interventions, participants in the intervention group 1 were applied by simulation practicum using flipped learning, and those in intervention group 2 were applied by simulation practicum. Participants in the control group were applied by lecture-based practicum using a model. The measures were the study participants’ general characteristics survey, the nursing competency scale, the core basic nursing skill (subcutaneous injection) performance scale, the self-efficacy scale, and the learning satisfaction scale. There were statistically significant differences in nursing competency, core basic nursing skill (subcutaneous injection) performance, self-efficacy, and the learning satisfaction among the three groups. It was seen in this study that simulation practicum using flipped learning was the most effective teaching and learning method for the nursing practicum of Korean nursing students. The simulation practicum using flipped learning can be useful in providing nursing practicum to nursing students.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

Sok

2020

IJERPH

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“…In this study, it was seen that the academic achievement of nursing students being taught via a flipped learning simulation practice was relatively higher than the average. This supports the study finding of You and Kim [ 20 ] that the academic achievement of nursing college students improved, and they noticed problems with situations faster, when they did prior learning by applying real clinical cases using flipped learning. Additionally, a study by Lewis et al [ 21 ] and a study by Simpson and Richards [ 22 ] support the finding that academic achievement can be increased by promoting the prior learning linked to flipped learning content.…”

Section: Discussionsupporting

confidence: 88%

Factors Affecting the Academic Achievement of Nursing College Students in a Flipped Learning Simulation Practice

Sok

2021

IJERPH

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A flipped learning simulation practice is composed of two parts. First, it involves learning a practical subject in advance via video in a place other than the classroom, then performing a simulation practice consisting of pre-learning, simulation, and debriefing sections. This study was performed to determine and confirm the factors affecting the level of academic achievement of nursing college students in a flipped learning simulation practice. A cross-sectional descriptive design was used. The participants were 160 nursing students who had experience of a flipped learning simulation practice in a nursing college in South Korea. The factors measured were the general characteristics of the participants, the participants’ academic achievement, the analysis ability of the flipped learning class, the participants’ self-directed learning preparation, the participants’ self-efficacy, and the participants’ learning satisfaction. Data were collected from September to November, 2019. As a result of the analysis, we found that the factor that had the greatest influence on the academic achievement of nursing students was self-efficacy, followed by gender, flipped learning education experience, learning satisfaction, age, and the analysis ability of the flipped learning class. In the nursing practicum, nursing educators need to pay attention to the use of flipped learning simulation practice and the factors affecting the academic achievement of nursing college students. In flipped learning simulation practice, specific interventions and strategies are required to improve the academic achievement of nursing college students.

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“…In a situation-based FL classroom, students tackle and solve the problems of situation-oriented cases in the classroom based on pre-class preparation through online content [18]. This method can improve students' problem-solving skills by increasing the opportunities for active interaction between teachers and students [19,20]. Role-play, an element of gamification, can significantly influence understanding and empathizing with the mentally disabled during specific situations [21].…”

Section: Introduction Backgroundmentioning

confidence: 99%

Effects of Situation-Based Flipped Learning and Gamification as Combined Methodologies in Psychiatric Nursing Education: A Quasi-Experimental Study

Kim

2022

Healthcare

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In psychiatric nursing courses, students learn about patients with mental illnesses or types of distress that may not be common in their daily lives. Consequently, some students experience difficulties interacting with patients. Therefore, new learning models that depart from the traditional one-way learning methods, engage students in clinical settings, and increase their motivation are needed. Situation-based flipped learning combined with gamification can improve nursing students’ care for patients with mental health problems. A total of 102 nursing students from a university in G Metropolitan City, Korea were randomly and equally divided into experimental and control groups. The experimental group participated in an eight-week psychiatric nursing program that included situation-based flipped learning combined with gamification. The control group participated in the traditional team-based lectures. After the program, both groups’ learning attitudes, problem-solving abilities, and empathetic responses were measured. The experimental group showed improved problem-solving (F = 4.012, p = 0.048) and empathetic abilities (t = −2.014, p = 0.047) after participating in situation-based flipped learning combined with gamification. The program was effective in helping students empathize with their patients and improve their problem-solving skills. Future curricula should be developed to incorporate flipped learning to nurture the practical competencies required for medical professionals, particularly in psychiatric nursing education.

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The Effects of Flipped Learning on the Self-Directed Learning and Information Literacy of Nursing Students

Cited by 7 publications

References 0 publications

Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

Factors Affecting the Academic Achievement of Nursing College Students in a Flipped Learning Simulation Practice

Effects of Situation-Based Flipped Learning and Gamification as Combined Methodologies in Psychiatric Nursing Education: A Quasi-Experimental Study

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