An Action Research on Flipped Learning for Fundamental Nursing Practice Courses.
10.7739/jkafn.2017.24.4.265
- Author:
Heeyoung KIM
1
;
Yun Hee KIM
Author Information
1. Department of Nursing, Dongshin University, Naju, Korea.
- Publication Type:Original Article
- Keywords:
Learning;
Nursing;
Nursing education
- MeSH:
Education, Nursing;
Health Services Research*;
Humans;
Learning*;
Methods;
Nursing*;
Peer Review;
Thinking
- From:Journal of Korean Academy of Fundamental Nursing
2017;24(4):265-276
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. METHODS: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. RESULTS: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=−3.56, p=.001) and critical thinking disposition after the class (t=−3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. CONCLUSION: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.
