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Nurse Educ Pract. 2019 Feb;35:55-62. doi: 10.1016/j.nepr.2019.01.004. Epub 2019 Jan 12.

Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities.

Author information

1
Faculty of Health Studies, VID Specialized University, Mail Box 184 Vinderen, 0319, Oslo, Norway. Electronic address: hanne.maria.bingen@vid.no.
2
Lovisenberg Diaconal University College, Lovisenberggt. 15b, 0456, Oslo, Norway. Electronic address: simen.alexander.steindal@ldh.no.
3
Department of Education, University of Bergen, Mail Box 7807, 5020, Bergen, Norway. Electronic address: Rune.Johan.Krumsvik@uib.no.
4
Faculty of Health Studies, VID Specialized University, Mail Box 184 Vinderen, 0319, Oslo, Norway. Electronic address: bodil.tveit@vid.no.

Abstract

Nursing students experience physiology as a challenging subject to learn. A learner-centred approach could enhance their learning. This study explored nursing students' experiences of actively studying anatomy and physiology off-campus within a flipped classroom using various digital tools. The data from focus group interviews and students' reflective notes were analysed using a combination of systematic text condensation and activity systems analysis. In the students' activity system, three tensions were identified: tension between students' expectations and the teaching design, tension between a wish for more frequent attendance and being on their own and tension between the schedule and time needed. The use of digital tools could have facilitated learning and preparation for the course activities. However, students seemed to depend on social assistance, and they might not be ready to take full responsibility for studying adequately by themselves.

KEYWORDS:

Active learning; Bioscience; Learning strategies; Nursing education

PMID:
30690317
DOI:
10.1016/j.nepr.2019.01.004
[Indexed for MEDLINE]

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