Mi-Kyoung Cho1, Mi Young Kim2. 1. Geriatric Nurse Specialist, Department of Nursing Science, College of Medicine, Chungbuk National University, Cheongju, Republic of Korea. 2. College of Nursing, Eulji University, Seongnam-si, Republic of Korea.
Abstract
OBJECTIVES: The purpose of this study was to compare the outcomes and influential factors using flipped learning methods on the education of nursing students in clinical nursing practicums in Korea. METHODS: This study used a nonequivalent comparison group pretest-posttest design to determine the outcomes and influential factors within flipped learning methods in two forms (flipped-mastery classroom model and flipped-mastery practicum model) in clinical practicum nursing education. Flipped learning was applied in two groups (using the flipped-mastery classroom model and the flipped-mastery practicum model) to 80 nursing students in E university in Gyeonggi-do. Teacher-student interactions, self-directed learning readiness, clinical practicum stress, confidence in performing core skills, and flipped learning were studied to investigate learner motivation and learner satisfaction. RESULTS: Teacher-student interactions were significantly greater in the flipped-mastery classroom model group both before and after the intervention. Self-directed learning readiness decreased in both groups after the intervention but less so in the flipped-mastery classroom model group. The common factor influencing learner motivation in both the flipped-mastery classroom model and flipped-mastery practicum model groups was learner satisfaction, while teacher-student interactions were also influential in the flipped-mastery classroom model group. Learner motivation influenced learner satisfaction in both groups, while self-directed learning readiness and clinical practicum self-confidence influenced the flipped-mastery practicum model group. CONCLUSIONS: Flipped learning was found to be effective in clinical practicums. Strategies for the efficient application of flipped learning need to be developed and applied.
OBJECTIVES: The purpose of this study was to compare the outcomes and influential factors using flipped learning methods on the education of nursing students in clinical nursing practicums in Korea. METHODS: This study used a nonequivalent comparison group pretest-posttest design to determine the outcomes and influential factors within flipped learning methods in two forms (flipped-mastery classroom model and flipped-mastery practicum model) in clinical practicum nursing education. Flipped learning was applied in two groups (using the flipped-mastery classroom model and the flipped-mastery practicum model) to 80 nursing students in E university in Gyeonggi-do. Teacher-student interactions, self-directed learning readiness, clinical practicum stress, confidence in performing core skills, and flipped learning were studied to investigate learner motivation and learner satisfaction. RESULTS: Teacher-student interactions were significantly greater in the flipped-mastery classroom model group both before and after the intervention. Self-directed learning readiness decreased in both groups after the intervention but less so in the flipped-mastery classroom model group. The common factor influencing learner motivation in both the flipped-mastery classroom model and flipped-mastery practicum model groups was learner satisfaction, while teacher-student interactions were also influential in the flipped-mastery classroom model group. Learner motivation influenced learner satisfaction in both groups, while self-directed learning readiness and clinical practicum self-confidence influenced the flipped-mastery practicum model group. CONCLUSIONS: Flipped learning was found to be effective in clinical practicums. Strategies for the efficient application of flipped learning need to be developed and applied.