Journal of Korean Academy of Psychiatric and Mental Health Nursing (정신간호학회지)

The Korean Academy of Psychiatric and Mental Health Nursing (한국정신간호학회)
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Effects of the Flipped Classroom Approach on the Psychiatric Nursing Practicum Course

플립러닝을 기반으로 한 정신간호학 임상실습교육의 효과

  • Lee, Mi-kyoung (College of Nursing, Eulji University) ;
  • Chang, Sun Ju (College of Nursing.The Research Institute of Nursing Science, Seoul National University) ;
  • Jang, Sun Joo (College of Nursing, Eulji University)
  • 이미경 (을지대학교 간호대학) ;
  • 장선주 (서울대학교 간호대학.간호과학연구소) ;
  • 장선주 (을지대학교 간호대학)
  • Received : 2017.03.17
  • Accepted : 2017.05.10
  • Published : 2017.06.30
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Abstract

Purpose: In this study effects of a flipped learning-based psychiatric nursing practicum were evaluated for appropriateness with undergraduate nursing students who are digital natives and tech-savvy millennial students. Methods: For this retrospective comparative study data from 146 undergraduate students (flipped learning group n=70, traditional learning group n=76) were evaluated for academic performance and life core competencies. Results: There was no significant difference between the flipped and traditional learning groups in prior homogeneity tests. The academic performance of the flipped learning group was higher than the control group in all aspects, except for practical quiz scores. The flipped leaning group had significantly higher self-assessment scores for academic performance (t=2.77, p=.006) and therapeutic communication simulation scores (t=3.18, p=.002). In addition, they showed a significant increase in core life competencies after participating in the flipped-learning practicum (t=-8.56, p<.001). They showed significant increases in all subdomains except Identity-value [Socialization (t=-5.13, p<.001), Responsibility-practice (t=-3.52, p=.001), Problem-solving (t=-2.67, p=.010), Knowledge-construction (t=-2.48, p=.016), and Information-management (t=-5.54, p<.001)]. Nursing students in the flipped learning-based clinical practicum showed significant improvement in performance and life core competencies. Conclusion: These results suggest that as a student-centered pedagogy, flipped learning is an effective strategy for improving academic performance and core competencies.

Keywords

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