Women's Health Nursing (여성건강간호학회지)

Korean Society of Women Health Nursing (한국여성건강간호학회)
권호 표지
DOI QR코드

DOI QR Code

Class Experience of the Students on 『Pregnancy, Delivery and Puerperium』 Nursing Course through Flipped Learning: Mixed Method Research

플립드 러닝을 적용한 '임신, 분만 및 산욕간호' 수업경험: 혼합연구

  • Lee, Byeongju (Department of Nursing Science, Andong Science College.Graduate School of Hanyang University) ;
  • Hwang, Seon Young (College of Nursing, Hanyang University)
  • 이병주 (안동과학대학교 간호학과.한양대학교 대학원) ;
  • 황선영 (한양대학교 간호학부)
  • Received : 2016.08.08
  • Accepted : 2016.10.25
  • Published : 2016.12.20
Download PDF
⟨ Previous Next ⟩

Abstract

Purpose: The purpose of this study was to examine the applicability of a flipped learning course in Women's Health Nursing for nursing students. Methods: A total of 200 senior nursing students participated in flipped learning class of pregnancy, delivery and postpartum area, which included team-based learning and self-reflection for 8 weeks. One group pre-post test design was adopted and the changes in learning motivation and satisfaction were examined. In addition, reflective journals of the students were analyzed by making a qualitative content analysis. Results: Students showed a significant increase in score of learning motivation in the posttest (t=-4.47, p<.001). They had a mean of 3.90 in learning satisfaction out of possible five points. As a result of content analysis, three themes were selected: 'Improved attitude toward active learning', 'Burden caused by excessive workload', and 'Valuing to the team-based activity' To be specific, six sub-themes were selected, with three positive and three negative categories: 'improved class attention and understanding', 'positive class participation by preparing lessons in advance', 'peer interactions through discussion', 'A lot of time and effort consuming', 'stress caused by the burden of preparing lessons', and 'difficulties in cooperative activities'. Conclusion: This study supports and confirms that the flipped learning can be a creative instructional model of positive teaching-learning strategy in clinical nursing courses to enhance students' learning motivation.

Keywords

References

  1. Chaung SK. Critical thinking disposition, problem solving ability, and clinical competence in nursing students. Journal of Korean Academy of Fundamentals of Nursing. 2011;18(1):71-78.
  2. Korean Accreditation Board of Nursing Education. Guide for Korean accreditation board of nursing education [Internet]. Seoul: Author; 2014 [cited 2016 March 10]. Available from:http://www.kabone.or.kr/kabon02/index04.php
  3. Roh YS, Ryoo EN, Choi DW, Baek SS, Kim SS. A survey of student perceptions, academic achievement, and satisfaction of Team-based learning in a nursing course. Journal of Korean Academic Society of Nursing Education. 2012;18(2):239-247. https://doi.org/10.5977/jkasne.2012.18.2.239
  4. Son YJ, Song YA. Effects of simulation and problem-based learning courses on student critical thinking, problem solving abilities and learning. Journal of Korean Academic Society of Nursing Education. 2012;18(1):43-52. https://doi.org/10.5977/jkasne.2012.18.1.043
  5. Shin KR, Ha JY, Kim KH. A longitudinal study of critical thinking dispositions & critical thinking skills in baccalaureate nursing students. Journal of Korean Academy of Nursing. 2005;35(2):382-389. https://doi.org/10.4040/jkan.2005.35.2.382
  6. Della Ratta CB. Flipping the classroom with team-based learning in undergraduate nursing education. Nurse Educator. 2015;40(3):71-74. https://doi.org/10.1097/NNE.0000000000000112
  7. Bergmann J, Sams A. Flip your classroom. Leem JH, Lee SK, Hwang YM, translator. Oregon: International Society for Technology in Education; 2012.
  8. Hwang SY, Jang KS. Perception about problem-based learning in reflective journals among undergraduate nursing students. Journal of Korean Academy of Nursing. 2005;35(1):65-76. https://doi.org/10.4040/jkan.2005.35.1.65
  9. Wetherell J, Mullins G. The use of student journals in problem-based learning. Medical Education. 1996;30(2):105-111. https://doi.org/10.1111/j.1365-2923.1996.tb00727.x
  10. Buxton T, Buxton J, Jackson A. Hybrid and flipped strategies in a blended RN-BSN program: Determining student and faculty perceptions. Nurse Educator. 2016;41(1):1-2. https://doi.org/10.1097/NNE.0000000000000183
  11. Bergmann J, Sams A. Flip your classroom: Reach every student in every class every day. Oregon: International Society for Technology in Education; 2012. p. 13.
  12. Korean Society of Nursing Science. Nursing Learning Objectives. 3rd ed. [Internet]. Seoul: Korean Society of Nursing Science;2012 [cited 2016 September 12]. Available from:http://www.kan.or.kr/kor/sp_library/sp_library02.php?mode=view&number=3705&page=1&b_name=nurse_data
  13. Han SU. The effects of Keller's motivation strategy on learning motivation and academic achievement: Focusing on 2nd grade students of high school [master's thesis]. Youninl: Dankook University; 2012.
  14. Seong KY. Effects of practice nursing education: Using standardized patients on subcutaneous insulin injection [master's thesis]. Daejeon: Eulji University; 2008.
  15. Dick W, Carey L, Carey JO. The systematic design of instruction. 7th ed. Kim DS, Gang MH, Seol YH, translator. New York, NY: Pearson; 2008.
  16. Grandeheim UH, Lundman B. Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today. 2004;24(2):105-112. https://doi.org/10.1016/j.nedt.2003.10.001
  17. Kim EY, Lee YJ. A study on international cases for application of flipped classroom in universities. Journal of Lifelong Learning Society. 2015;11(1):115-137.
  18. Ko JW, Park SM, Yu HS. An analysis of the structural relationships between student learning outcomes and institutional characteristics and student engagement. Journal of Korean Education. 2014;41(1):167-195.
  19. Kang HN. Development of social action learning model for the learning motivation improvement of preservice early childhood teachers [dissertation]. Busan: Pusan National University; 2014.
  20. Kim NI, Chun BA, Choi JI. A case study of flipped learning at college: Focused on effects of motivation and self-efficacy. Journal of Educational Technology. 2014;30(3):467-492. https://doi.org/10.17232/KSET.30.3.467
  21. Park WS, Kim HW. A case study of flipped learning applied in the classroom: Focusing on academic and nonacademic experiences, and classroom engagement of university students. Journal of Learner-Centered Curriculum and Instruction. 2016;16(2):525-546.
  22. Suh MO. The effectiveness of learning motivation: A metaanalysis. Journal of Yeolin Education. 2010;18(2):75-96.
  23. Leem JH. Teaching and learning strategies for flipped learning in higher education: A case study. Journal of Educational Technology. 2016;32(1):165-199. https://doi.org/10.17232/KSET.32.1.165
  24. Missildine K, Fountain R, Summers L, Gosselin K. Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education. 2013;52(10):597-599. https://doi.org/10.3928/01484834-20130919-03
  25. Lim CI, Kim SY, Lee JH, Kim HS, Han HJ. Comparative case study on designing and applying flipped classroom at universities. Paper presented at: The international conference on cognition and exploratory learning in digital age (CELDA); 2014 October 25-27; Porto, Portugal.

Cited by

  1. 플립드 러닝을 적용한 임상수행능력평가 프로그램 개발 vol.29, pp.4, 2017, https://doi.org/10.13000/jfmse.2017.29.4.987
  2. 플립러닝 적용 기본간호학실습 수업에 대한 실행연구 vol.24, pp.4, 2017, https://doi.org/10.7739/jkafn.2017.24.4.265
  3. 플립러닝 교수-학습법이 간호대학생의 학습동기, 학업적 자기효능감 및 비판적 사고성향에 미치는 효과 vol.17, pp.3, 2016, https://doi.org/10.14400/jdc.2019.17.3.253
  4. 플립러닝이 간호학생의 비판적 사고성향, 학업성취도 및 학업적 자기효능감에 미치는 효과: 혼합연구 설계 적용 vol.26, pp.1, 2016, https://doi.org/10.5977/jkasne.2020.26.1.25
  5. 효과적인 의학교육을 위한 교수방법 고찰: 플립러닝(Flipped Learning)을 중심으로 vol.17, pp.1, 2016, https://doi.org/10.22730/jmls.2020.17.1.1
  6. 플립러닝을 활용한 기본간호학 실습 교육이 핵심기본간호술 수행자신감, 학업 성취도 및 비판적 사고성향에 미치는 융복합적 효과 vol.18, pp.6, 2020, https://doi.org/10.14400/jdc.2020.18.6.389
  7. PBL기반 시뮬레이션 융합교육이 간호대학생의 셀프리더십, 비판적 사고성향, 목표몰입에 미치는 효과 vol.11, pp.12, 2016, https://doi.org/10.15207/jkcs.2020.11.12.373
  8. The Applicability and Effects of Flipped Learning on 'Public Health Nursing' Courses vol.28, pp.1, 2021, https://doi.org/10.5953/jmjh.2021.28.1.70
  9. Effects of flipped‐learning‐based simulation for nursing students: a retrospective survey vol.30, pp.5, 2021, https://doi.org/10.1111/inm.12885
  10. The Effects of Flipped Learning Approaches in Anatomy Class vol.13, pp.24, 2016, https://doi.org/10.3390/su132413724