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http://dx.doi.org/10.7739/jkafn.2017.24.4.265

An Action Research on Flipped Learning for Fundamental Nursing Practice Courses  

Kim, Heeyoung (Department of Nursing, Dongshin University)
Kim, Yun-Hee (Department of Nursing, Mokpo National University)
Publication Information
Journal of Korean Academy of Fundamentals of Nursing / v.24, no.4, 2017 , pp. 265-276 More about this Journal
Abstract
Purpose: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.
Keywords
Learning; Nursing; Nursing education;
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Times Cited By KSCI : 7  (Citation Analysis)
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