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Int J Nurs Pract. 2019 Apr;25(2):e12724. doi: 10.1111/ijn.12724. Epub 2019 Jan 29.

Outcomes and influential factors applying flipped learning methods in a clinical adult nursing practicum.

Author information

1
Geriatric Nurse Specialist, Department of Nursing Science, College of Medicine, Chungbuk National University, Cheongju, Republic of Korea.
2
College of Nursing, Eulji University, Seongnam-si, Republic of Korea.

Abstract

OBJECTIVES:

The purpose of this study was to compare the outcomes and influential factors using flipped learning methods on the education of nursing students in clinical nursing practicums in Korea.

METHODS:

This study used a nonequivalent comparison group pretest-posttest design to determine the outcomes and influential factors within flipped learning methods in two forms (flipped-mastery classroom model and flipped-mastery practicum model) in clinical practicum nursing education. Flipped learning was applied in two groups (using the flipped-mastery classroom model and the flipped-mastery practicum model) to 80 nursing students in E university in Gyeonggi-do. Teacher-student interactions, self-directed learning readiness, clinical practicum stress, confidence in performing core skills, and flipped learning were studied to investigate learner motivation and learner satisfaction.

RESULTS:

Teacher-student interactions were significantly greater in the flipped-mastery classroom model group both before and after the intervention. Self-directed learning readiness decreased in both groups after the intervention but less so in the flipped-mastery classroom model group. The common factor influencing learner motivation in both the flipped-mastery classroom model and flipped-mastery practicum model groups was learner satisfaction, while teacher-student interactions were also influential in the flipped-mastery classroom model group. Learner motivation influenced learner satisfaction in both groups, while self-directed learning readiness and clinical practicum self-confidence influenced the flipped-mastery practicum model group.

CONCLUSIONS:

Flipped learning was found to be effective in clinical practicums. Strategies for the efficient application of flipped learning need to be developed and applied.

KEYWORDS:

clinical practicum; flipped learning; learning; nursing; student; teaching

PMID:
30697866
DOI:
10.1111/ijn.12724
[Indexed for MEDLINE]

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