An Action Research on Flipped Learning for Fundamental Nursing Practice Courses

Kim, Heeyoung; Kim, Yun Hee

Abstract

PURPOSE
This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects.
METHODS
Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0.
RESULTS
In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=âˆ’3.56, p=.001) and critical thinking disposition after the class (t=âˆ’3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred.
CONCLUSION
Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.