Jina Oh1, Shin-Jeong Kim2, Sunghee Kim3, Kyung-Ah Kang4, JinSook Kan5, Robin Bartlett6. 1. Department of Nursing, Institute of Health Science, Inje University, Busan, South Korea. 2. Department of Nursing, Hallym University, Chuncheon, South Korea. 3. Red Cross College of Nursing, Chung-Ang University, Seoul, South Korea. 4. Department of Nursing, Sahmyook University, Seoul, South Korea. 5. Center for Teaching and Learning, Hallym University, Chuncheon, South Korea. 6. School of Nursing, University of North Carolina at Greensboro, Greensboro, North Carolina, USA.
Abstract
AIM: To develop flipped learning classes by using film clips for undergraduate nursing students in an online nursing informatics course, based on the Analysis, Design, Development, Implementation, and Evaluation model, and to evaluate the effectiveness and students' responses to this method of teaching. METHODS: Sixty-four second-year nursing students participated in the course. The nursing students' knowledge was assessed at the beginning and end of each of the five classes. Moreover, their intention to recommend the classes to other students and additional comments were elicited by using semistructured questionnaires. RESULTS: Knowledge about each core concept of nursing informatics reflected significant improvement. Regarding the intention to recommend the class to others, 62 (96.8%) students answered "strongly recommend" or "recommend." CONCLUSION: Integrating flipped learning classes by using film clips in an online nursing informatics course improved the nursing students' knowledge and is a format that is desired by students.
AIM: To develop flipped learning classes by using film clips for undergraduate nursing students in an online nursing informatics course, based on the Analysis, Design, Development, Implementation, and Evaluation model, and to evaluate the effectiveness and students' responses to this method of teaching. METHODS: Sixty-four second-year nursing students participated in the course. The nursing students' knowledge was assessed at the beginning and end of each of the five classes. Moreover, their intention to recommend the classes to other students and additional comments were elicited by using semistructured questionnaires. RESULTS: Knowledge about each core concept of nursing informatics reflected significant improvement. Regarding the intention to recommend the class to others, 62 (96.8%) students answered "strongly recommend" or "recommend." CONCLUSION: Integrating flipped learning classes by using film clips in an online nursing informatics course improved the nursing students' knowledge and is a format that is desired by students.