Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial
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Objectives: This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursingpracticum. Methods: The subjects of this study were 102 nursing students in their third year of university who werescheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomlyassigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinicalnursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and receiveda brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-tofaceorientation and on-site instruction. After the completion of the practicum, both groups completed a case study and aconference. The student’s self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured bothbefore and after the one-week surgical nursing practicum. Results: Participants’ independent goal setting and evaluation ofbeliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learninggroup and the traditional learning group. The results showed greater improvement on these indicators for the flippedlearning group in comparison to the traditional learning group. Conclusions: The flipped learning method might offer moreeffective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method insurgical nursing practicums.
Abstract
Objectives: This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursingpracticum. Methods: The subjects of this study were 102 nursing students in their third year of university who werescheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomlyassigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinicalnursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and receiveda brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-tofaceorientation and on-site instruction. After the completion of the practicum, both groups completed a case study and aconference. The student’s self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured bothbefore and after the one-week surgical nursing practicum. Results: Participants’ independent goal setting and evaluation ofbeliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learninggroup and the traditional learning group. The results showed greater improvement on these indicators for the flippedlearning group in comparison to the traditional learning group. Conclusions: The flipped learning method might offer moreeffective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method insurgical nursing practicums.
참고문헌 (23)
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