Park Hyung-Ran, Park Eunyoung
Chungbuk National University, Department of Nursing Science, Cheongju, South Korea.
Chungnam National University, College of Nursing, Daejeon, South Korea.
Nurse Educ Today. 2021 Mar;98:104653. doi: 10.1016/j.nedt.2020.104653. Epub 2020 Nov 7.
Psychiatric nursing is a complex subject for nursing students due to abstract concepts and required pre-licensure competencies including collaboration and communication. A student-centred educational approach is needed to encourage engagement and immersion in class.
This study aimed to use students' perspectives to explore factors facilitating class immersion in a psychiatric nursing subject using team-based learning combined with flipped learning.
This study used a qualitative approach.
Team-based learning combined with flipped learning was applied in a 3-credit psychiatric nursing subject over a 15-week semester at a university in Daejeon, South Korea.
Participants included 12 senior nursing students who had completed a psychiatric nursing subject.
Data were collected using individual interviews, and analysed by reflexive thematic analysis. Data analysis was based on constructivist learning theory.
The following four main themes emerged, teacher as a facilitator, inquiry-based learning, collaboration, and reflection. The teacher's role as a facilitator was to guide student's self-directed learning and immersion in enjoyable classes with a non-hierarchical environment. Realistic complex problems allowed students to prepare for future clinical practice and helped students with immersion. Students actively integrated different opinions through collaboration with team members and became immersed in class. Students were able to immerse more in class through critical thinking process and immediate feedback.
The findings suggest that team-based learning combined with flipped learning based on constructivist learning theory may be an effective instructional approach for increasing class immersion in a psychiatric nursing subject, thereby improving instructor's design for the subject.
由于概念抽象以及执照前所需具备的能力（包括协作和沟通能力），精神科护理对护理专业学生来说是一门复杂的学科。需要一种以学生为中心的教育方法来鼓励学生参与课堂并沉浸其中。
本研究旨在从学生的角度探索通过基于团队的学习与翻转学习相结合的方式促进精神科护理课程课堂沉浸感的因素。
本研究采用定性研究方法。
在韩国大田的一所大学，一个3学分的精神科护理课程在为期15周的学期中采用了基于团队的学习与翻转学习相结合的方式。
参与者包括12名已完成精神科护理课程的高年级护理专业学生。
通过个人访谈收集数据，并采用反思性主题分析法进行分析。数据分析基于建构主义学习理论。
出现了以下四个主要主题，即教师作为促进者、基于探究的学习、协作和反思。教师作为促进者的角色是引导学生进行自主学习，并在非等级制的环境中沉浸于有趣的课堂。现实中的复杂问题使学生能够为未来的临床实践做好准备，并有助于学生沉浸其中。学生通过与团队成员合作积极整合不同意见，并沉浸于课堂。学生能够通过批判性思维过程和即时反馈更多地沉浸于课堂。
研究结果表明，基于建构主义学习理论的基于团队的学习与翻转学习相结合，可能是一种有效的教学方法，可增强精神科护理课程的课堂沉浸感，从而改进教师对该课程的设计。
