플립러닝 기반 시뮬레이션 실습 시 간호대학생의 실습몰입 영향요인
Factors influencing nursing students' immersion in flipped learning-based simulation practice
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Background: This study uses a survey to determine the factors affecting nursing students' immersion in the flipped learning-based simulation practice. Methods: Data were collected from October 1 to 30, 2024, from 176 nursing students of a university located in U Metropolitan City, who experienced the simulation based on flipped learning. A Google Forms link to the questionnaire was distributed to those who understood the purpose of the study and voluntarily agreed to participate. The sample size was calculated using G*POWER 3.1.9.7, and responses were analyzed with SPSS Statistics version 28.0. Results: The factors that significantly affected the participants’ immersion in the practice were major satisfaction, simulation teaching method, metacognition; the explanatory power of these factors was 65.4%. Conclusions: Instructors should increase their major satisfaction to students, employ diverse simulation teaching methods, and seek ways to improve students’ metacognition.
Abstract
Background: This study uses a survey to determine the factors affecting nursing students' immersion in the flipped learning-based simulation practice. Methods: Data were collected from October 1 to 30, 2024, from 176 nursing students of a university located in U Metropolitan City, who experienced the simulation based on flipped learning. A Google Forms link to the questionnaire was distributed to those who understood the purpose of the study and voluntarily agreed to participate. The sample size was calculated using G*POWER 3.1.9.7, and responses were analyzed with SPSS Statistics version 28.0. Results: The factors that significantly affected the participants’ immersion in the practice were major satisfaction, simulation teaching method, metacognition; the explanatory power of these factors was 65.4%. Conclusions: Instructors should increase their major satisfaction to students, employ diverse simulation teaching methods, and seek ways to improve students’ metacognition.