JiYeon Choi1, Seung Eun Lee2, Juyeon Bae3, Suyeon Kang4, Seongmi Choi5, Judith A Tate6, You Lee Yang7. 1. Yonsei University College of Nursing, Mo-Im Kim Nursing Research Institute, 50-1 Yonsei-ro, Seodaemun-gu, 03722 Seoul, South Korea. Electronic address: jychoi610@yuhs.ac. 2. Yonsei University College of Nursing, Mo-Im Kim Nursing Research Institute, 50-1 Yonsei-ro, Seodaemun-gu, 03722 Seoul, South Korea. Electronic address: leese@yuhs.ac. 3. The Ohio State University College of Nursing, 386 Newton Hall, 1585 Neil Ave., Columbus, OH 43210, USA. Electronic address: porester@yuhs.ac. 4. Yonsei University College of Nursing, 50-1 Yonsei-ro, Seodaemun-gu, Seoul 03722, South Korea. Electronic address: kangsy9112@yuhs.ac. 5. Yonsei University College of Nursing, 50-1 Yonsei-ro, Seodaemun-gu, Seoul 03722, South Korea. Electronic address: smchoi19@yuhs.ac. 6. The Ohio State University College of Nursing, 386 Newton Hall, 1585 Neil Ave., Columbus, OH 43210, USA. Electronic address: tate.230@osu.edu. 7. Eulji University College of Nursing, 553, Sanseong-daero, Sujeong-gu, Seongnam-si, Gyeonggi-do 13135, South Korea. Electronic address: youleeyang@eulji.ac.kr.
Abstract
BACKGROUND: Knowledge and skill acquisition to perform an accurate respiratory system assessment is a key competency expected in undergraduate nursing students. Learning physical assessment requires the integration of multiple knowledge bases and skills; hence, applying an innovative teaching approach, such as the flipped-classroom (FC) approach, fosters an active and student-centered learning environment for physical assessment class. OBJECTIVES: This study evaluated FC's feasibility in delivering respiratory system assessment content in a health assessment course and explored the changes in nursing students' perceptions regarding student-centeredness and active learning environments before and after applying FC. DESIGN: A single group pre- and post-test concurrent mixed-methods design was used. SETTINGS: This study was conducted in a private nursing college in South Korea. PARTICIPANTS: A convenience sample of 91 second year undergraduate nursing students enrolled in a health assessment course. METHODS: FC was offered at one didactic session of a physical assessment course. In the FC, students completed a self-directed pre-class activities using online lecture videos and reading materials prior to the class and participated in interactive team-based learning activities inside the classroom. Skills lab practicum took place after the FC. Students' perceptions regarding student-centeredness and active learning environments, in terms of teaching, social, and cognitive presences were measured before (T1) and after (T2) conducting the FC. Qualitative data were obtained at T2 using free-response questions, which required students to comment on their FC experience. RESULTS: Participants' perceptions of student-centeredness significantly increased from T1 to T2. Although student-perceived teaching and social presence in their learning environment showed upward trends from T1 to T2, these changes were not statistically significant. Students considered FC an acceptable approach to foster active learning in a supportive learning environment. CONCLUSIONS: This study revealed that incorporating FC to deliver respiratory system assessment content was feasible and considered acceptable by undergraduate nursing students.
BACKGROUND: Knowledge and skill acquisition to perform an accurate respiratory system assessment is a key competency expected in undergraduate nursing students. Learning physical assessment requires the integration of multiple knowledge bases and skills; hence, applying an innovative teaching approach, such as the flipped-classroom (FC) approach, fosters an active and student-centered learning environment for physical assessment class. OBJECTIVES: This study evaluated FC's feasibility in delivering respiratory system assessment content in a health assessment course and explored the changes in nursing students' perceptions regarding student-centeredness and active learning environments before and after applying FC. DESIGN: A single group pre- and post-test concurrent mixed-methods design was used. SETTINGS: This study was conducted in a private nursing college in South Korea. PARTICIPANTS: A convenience sample of 91 second year undergraduate nursing students enrolled in a health assessment course. METHODS: FC was offered at one didactic session of a physical assessment course. In the FC, students completed a self-directed pre-class activities using online lecture videos and reading materials prior to the class and participated in interactive team-based learning activities inside the classroom. Skills lab practicum took place after the FC. Students' perceptions regarding student-centeredness and active learning environments, in terms of teaching, social, and cognitive presences were measured before (T1) and after (T2) conducting the FC. Qualitative data were obtained at T2 using free-response questions, which required students to comment on their FC experience. RESULTS:Participants' perceptions of student-centeredness significantly increased from T1 to T2. Although student-perceived teaching and social presence in their learning environment showed upward trends from T1 to T2, these changes were not statistically significant. Students considered FC an acceptable approach to foster active learning in a supportive learning environment. CONCLUSIONS: This study revealed that incorporating FC to deliver respiratory system assessment content was feasible and considered acceptable by undergraduate nursing students.