Browse > Article
http://dx.doi.org/10.14400/JDC.2020.18.6.389

The Convergence Effect of Fundamental Nursing Practice Education Using Flipped Learning on Self Confidence in Performance, Academic Achievement and Critical Thinking  

Kim, Ae-Kyung (Department of Nursing, Dankook University)
Yi, Su-Jeong (Department of Nursing, Dankook University)
Publication Information
Journal of Digital Convergence / v.18, no.6, 2020 , pp. 389-399 More about this Journal
Abstract
This study was conducted to identify the effects of fundamental nursing practice education using flipped learning on self confidence performance, academic achievement and critical thinking. The subjects of this study were 38 experimental groups and 36 control groups, who were in the second year of the department of nursing at D university, and Flip learning was applied to the experimental group for four weeks, while the existing teaching methods were applied to the control group. As a result, the academic achievement of vital signs in the experimental group after the experiment with flip learning was significantly higher than the control group (t=2.921, p=.005), but other variables were not significant. In addition, the critical thinking of the experimental group was significantly increased after the experiment than before (t=2.277 p=.029). However, it was not significant in the control group. In the future, various studies using flip learning in nursing are needed.
Keywords
Flipped learning; Fundamental nursing practice; Self-confidence in performance; Academic achievement; Critical thinking;
Citations & Related Records
Times Cited By KSCI : 19  (Citation Analysis)
연도 인용수 순위
1 Korean Accreditation Board of Nursing Education(2017.02.22.). Core Basic Nursing Skill Evaluation Item Protocol http://www.kabone.or.kr/HyAdmin/upload/goodFile/120180126142812.pdf
2 M. L. Jeong & E. Jeong. (2018). Effects of E-book-based Flipped Learning Education on Critical Thinking Disposition, Academic Self-Efficacy, and Major Satisfaction of Nursing Students. Journal of the Korea Contents Association, 18(2), 490-501. https://doi.org/10.5392/JKCA.2018.18.02.490   DOI
3 Y. Hao. (2016). Exploring Undergraduates' Perspectives and Flipped Learning Readiness in Their Flipped Classrooms. Computers in Human Behavior, 59, 82-92. https://doi.org/10.1016/j.chb.2016.01.032   DOI
4 E. G. Kim. (2016). Application of Flipped Learning in Database Course. Journal of the Korea Institute of Information and Communication Engineering, 20(4), 847-856. https://doi.org/10.6109/jkiice.2016.20.4.847   DOI
5 C. G. Prober & S. Khan. (2013). Medical Education Reimagined: A Call to Action. Academic Medicine, 88(10), 1407-1410. https://doi.org/10.1097/ACM.0b013e3182a368bd   DOI
6 S. J. Hawks. (2014). The Flipped Classroom: Now or Never?. AANA Journal, 82(4), 264-269.
7 M. K. Cho & M. Y. Kim. (2016). Effect of Flipped Learning Education in Physical Examination and Practicum. Journal of Korea Academia-Industrial cooperation Society, 17(12), 81-90. https://doi.org/10.5762/KAIS.2016.17.12.81   DOI
8 H. Y. Lee & T. W. Lee. (2016). A Study on Development of Informatics Class Model Based on Flipper Learning. Collection of academic presentations of The Korean Association of Computer Education, 20(2), 101-104.
9 G. B. Johnson. (2013). Student Perceptions of The Flipped Classroom. Master's Thesis, University of British Columbia: Canada.
10 H. G. Jung & Y. K. Yang. (2019). Effects of Flipped Learning-based Fundamentals of Nursing Practice. Journal of Learner-Centered Curriculum and Instruction, 19(23). 555-572. https://doi.org/10.22251/jlcci.2019.19.23.555
11 A. K. Kim & R. W. Kim. (2018). Effects of Self Reflective Practice Using Cellular Phone Video Recordings on Self-Confidence in Performance, Practice Satisfaction, Learning Self-efficacy and Core Basic Nursing Skills Achievement among Nursing Students. The Journal of the Korea Contents Association, 18(11), 665-678. https://doi.org/10.5392/JKCA.2018.18.11.665   DOI
12 M. K. Lee, S. Jang & S. J. Chang. (2017). Effects of The Flipped Classroom Approach on The Psychiatric Nursing Practicum Course. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 26(2), 196-203. https://doi.org/10.12934/jkpmhn.2017.26.2.196   DOI
13 J. Y. Park & C. H. Woo. (2017). The Effects of Lesson with Student-Generated Questions: Based on Flipped Learning Utilizing Massive Open Online Courses. The Journal of Learner-Centered Curriculum and Instruction, 17(11), 283-306. https://doi.org/10.22251/jlcci.2017.17.11.283   DOI
14 M. H. Park. (2019). Influence of Nursing Students' Problem Solving Process, Critical Thinking Disposition, Self-Efficacy on Clinical Competence. The Journal of Learner-Centered Curriculum and Instruction, 19(22), 631-649. https://doi.org/10.22251/jlcci.2019.19.22.631   DOI
15 E. J. Shin. (2008). A Study Related to Self-Efficacy, Satisfaction with Practice and Fundamentals of Nursing Practicum. The Journal of Fundamentals of Nursing, 15(3), 380-386.
16 Y. S. Choi & J. Y. Kim. (2018). Effects of Flipped Learning in Core Competencies of Nursing Students: Based on Communication, Problem Solving, and Self-directed learning. The Journal of Learner-Centered Curriculum and Instruction, 18(19), 1163-1182. https://doi.org/10.22251/jlcci.2018.18.19.1163   DOI
17 J. Y. Cha & J. Kim. (2020). Effects of Flipped Learning on the Critical Thinking Disposition, Academic Achievement and Academic Self-efficacy of Nursing Students: A Mixed Methods Study. The Journal of Korean Academic Society of Nursing Education, 26(1), 25-35. https://doi.org/10.5977/jkasne.2020.26.1.25   DOI
18 S. G. Lee. (2015). Effects of self-directed feedback practice using smartphone videos on basic nursing skills, confidence in performance and learning satisfaction. Master's Thesis, Yonsei University : Seoul.
19 J. Yoon. (2004). Development of an instrument for the measurement of critical thinking disposition : in nursing. Doctoral dissertation, Catholic University : Seoul.
20 Y. S. Lee & Y. Eun. (2016). The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students. The Journal of Korean Academic Society of Nursing Education, 22(4), 567-576. https://doi.org/10.5977/jkasne.2016.22.4.567   DOI
21 B. J. Lee & S. Y. Hwang. (2016). Class Experience of the Students on Pregnancy, Delivery and Puerperiu m Nursing Course through Flipped Learning: Mixed Method Research. Korean J Women Health Nurs, 22(4), 221-232. https://doi.org/10.4069/kjwhn   DOI
22 N. Lee & J. Y. Han. (2017). Nursing Students' Learning Motivation, Class Participation, and Class Satisfaction on Flipped Class and Teacher-Centered Class. The Journal of Learner-Centered Curriculum and Instruction, 17(8), 253-267. https://doi.org/10.22251/jlcci.2017.17.8.253
23 K. Missildine, R. Fountain, L. Summers & K. Gosselin. (2013). Flipping The Classroom to Improve Student Performance and Satisfaction. Journal of Nursing Education, 52(10), 597-599. https://doi.org/10.3928/01484834-20130919-03   DOI
24 K. H. Kim. et al. (2011). Content and Educational Needs for Fundamental Nursing Practice. The Journal of Fundamentals of Nursing, 18(4), 506-519.
25 V. Simpson & V. E. Richards. (2015). Flipping The Classroom to Teach Population Health: Increasing The Relevance. Nurse Education in Practice, 15(3), 162-167. https://doi.org/10.1016/j.nepr.2014.12.001   DOI
26 H. Kim & Y. H. Kim. (2017). An Action Research on Flipped Learning for Fundamental Nursing Practice Courses. J Korean Acad Fundam Nurs, 24(4), 265-276. https://doi.org/10.7739/jkafn.2017.24.4.265   DOI
27 S. G. Lee & Y. H. Shin. (2016). Effects of Self-directed Feedback Practice using Smartphone Videos on Basic Nursing Skills, Confidence in Performance and Learning Satisfaction. Journal of Korean Academy of Nursing, 46(2), 283-292. https://doi.org/10.4040/jkan.2016.46.2.283   DOI
28 J. Lee. (2016). Teaching and Learning Strategies for Flipped Learning in Higher Education : A Case Study. Journal of Educational Technology, 32(1), 165-199. https://doi.org/10.17232/KSET.32.1.165   DOI
29 J. B. Choi & E. K. Kim. (2015). Developing a Teaching-Learning Model for Flipped Learning for Institutes of Technology and a Case of Operation of a Subject. Journal of Engineering Education Research, 18(2), 77-88. https://doi.org/10.18108/jeer.2015.18.2.77   DOI
30 Y. H. Kim. (2010). Effects of Utilizing Animation Prior to Fundamental Nursing Practice on Learning Motivation and Self-Directedness in Student Nurses. The Journal of Fundamentals of Nursing, 17(2), 240-248.
31 M. S. Je & C. Nam. (2017). Developing A Teaching and Learning Model Using Flipped Learning for The Course of Core Fundamental Nursing Skills in Nursing Education. The Journal of Learner-Centered Curriculum and Instruction, 17(17), 375-401. https://doi.org/10.22251/jlcci.2017.17.17.375
32 S. O. Kim. (2017). Effects of Team-based Learning on Metacogniton, Academic achievement, Confidence in performance, Learning satisfaction. Journal of Digital Convergence, 15(11), 361-374. https://doi.org/10.14400/JDC.2017.15.11.361   DOI
33 W. Lee & H. S. Hong. (2014). Difficulty level of Cost Accounting, Learning style and Learning achievement of the Cost Accounting Learner's. Korea International Accounting Review, 58, 342-363. https://doi.org/10.21073/kiar.2014..58.018
34 H. J. Kim & D. Park. (2019). Effects of Convergence Education by Jigsaw Model and Flipped Learning in Nursing Students. Journal of Convergence for Information Technology, 9(3), 36-43. https://doi.org/10.22156/CS4SMB.2019.9.3.036   DOI
35 B. R. Cho & J. M. Lee. (2018). A Meta Analysis on Effects of Flipped Learning in Korea. Journal of Digital Convergence, 16(3), 59-73. https://doi.org/10.14400/JDC.2018.16.3.059   DOI