Choi JiYeon, Lee Seung Eun, Bae Juyeon, Kang Suyeon, Choi Seongmi, Tate Judith A, Yang You Lee
Yonsei University College of Nursing, Mo-Im Kim Nursing Research Institute, 50-1 Yonsei-ro, Seodaemun-gu, 03722 Seoul, South Korea.
The Ohio State University College of Nursing, 386 Newton Hall, 1585 Neil Ave., Columbus, OH 43210, USA.
Nurse Educ Today. 2021 Mar;98:104664. doi: 10.1016/j.nedt.2020.104664. Epub 2020 Nov 11.
Knowledge and skill acquisition to perform an accurate respiratory system assessment is a key competency expected in undergraduate nursing students. Learning physical assessment requires the integration of multiple knowledge bases and skills; hence, applying an innovative teaching approach, such as the flipped-classroom (FC) approach, fosters an active and student-centered learning environment for physical assessment class.
This study evaluated FC's feasibility in delivering respiratory system assessment content in a health assessment course and explored the changes in nursing students' perceptions regarding student-centeredness and active learning environments before and after applying FC.
A single group pre- and post-test concurrent mixed-methods design was used.
This study was conducted in a private nursing college in South Korea.
A convenience sample of 91 second year undergraduate nursing students enrolled in a health assessment course.
FC was offered at one didactic session of a physical assessment course. In the FC, students completed a self-directed pre-class activities using online lecture videos and reading materials prior to the class and participated in interactive team-based learning activities inside the classroom. Skills lab practicum took place after the FC. Students' perceptions regarding student-centeredness and active learning environments, in terms of teaching, social, and cognitive presences were measured before (T1) and after (T2) conducting the FC. Qualitative data were obtained at T2 using free-response questions, which required students to comment on their FC experience.
Participants' perceptions of student-centeredness significantly increased from T1 to T2. Although student-perceived teaching and social presence in their learning environment showed upward trends from T1 to T2, these changes were not statistically significant. Students considered FC an acceptable approach to foster active learning in a supportive learning environment.
This study revealed that incorporating FC to deliver respiratory system assessment content was feasible and considered acceptable by undergraduate nursing students.
掌握准确进行呼吸系统评估的知识和技能是本科护理专业学生应具备的一项关键能力。学习体格检查需要整合多种知识基础和技能；因此，采用创新的教学方法，如翻转课堂（FC）教学法，可为体格检查课程营造一个积极的、以学生为中心的学习环境。
本研究评估了FC在健康评估课程中传授呼吸系统评估内容的可行性，并探讨了应用FC前后护理专业学生对以学生为中心和积极学习环境的认知变化。
采用单组前后测并行混合方法设计。
本研究在韩国一所私立护理学院进行。
选取了91名参加健康评估课程的本科二年级护理专业学生作为便利样本。
在体格检查课程的一次理论课上采用FC教学法。在FC教学模式中，学生在课前通过在线讲座视频和阅读材料完成自主预习活动，并在课堂上参与基于团队的互动学习活动。FC教学结束后进行技能实验室实习。在实施FC教学之前（T1）和之后（T2），从教学、社交和认知在场方面测量学生对以学生为中心和积极学习环境的认知。在T2阶段通过自由回答问题获得定性数据，要求学生对他们的FC学习体验进行评价。
从T1到T2，参与者对以学生为中心的认知显著增加。虽然学生在学习环境中感知到的教学和社交在场从T1到T2呈上升趋势，但这些变化没有统计学意义。学生们认为FC是在支持性学习环境中促进主动学习的一种可接受的方法。
本研究表明，采用FC教学法传授呼吸系统评估内容是可行的，并且本科护理专业学生认为可以接受。
