Department of Nursing, College of Science and Technology, Daejin University, Pocheon-si 1115, Korea.
College of Nursing Science, Kyung Hee University, 26, Kyungheedae-ro, Dongdaemun-gu, Seoul 02447, Korea.
Int J Environ Res Public Health. 2021 Jun 2;18(11):5970. doi: 10.3390/ijerph18115970.
A flipped learning simulation practice is composed of two parts. First, it involves learning a practical subject in advance via video in a place other than the classroom, then performing a simulation practice consisting of pre-learning, simulation, and debriefing sections. This study was performed to determine and confirm the factors affecting the level of academic achievement of nursing college students in a flipped learning simulation practice. A cross-sectional descriptive design was used. The participants were 160 nursing students who had experience of a flipped learning simulation practice in a nursing college in South Korea. The factors measured were the general characteristics of the participants, the participants' academic achievement, the analysis ability of the flipped learning class, the participants' self-directed learning preparation, the participants' self-efficacy, and the participants' learning satisfaction. Data were collected from September to November, 2019. As a result of the analysis, we found that the factor that had the greatest influence on the academic achievement of nursing students was self-efficacy, followed by gender, flipped learning education experience, learning satisfaction, age, and the analysis ability of the flipped learning class. In the nursing practicum, nursing educators need to pay attention to the use of flipped learning simulation practice and the factors affecting the academic achievement of nursing college students. In flipped learning simulation practice, specific interventions and strategies are required to improve the academic achievement of nursing college students.
翻转学习模拟实践由两部分组成。首先，它涉及在课堂以外的地方通过视频预先学习一门实践科目，然后进行模拟实践，包括预学习、模拟和汇报三个部分。本研究旨在确定和确认翻转学习模拟实践对护理专业大学生学业成绩的影响因素。采用了横断面描述性设计。参与者是韩国一所护理学院有过翻转学习模拟实践经验的 160 名护理专业学生。测量的因素包括参与者的一般特征、参与者的学业成绩、翻转课堂的分析能力、参与者的自主学习准备、参与者的自我效能感和参与者的学习满意度。数据收集于 2019 年 9 月至 11 月。分析结果表明，对护理专业学生学业成绩影响最大的因素是自我效能感，其次是性别、翻转学习教育经验、学习满意度、年龄和翻转课堂的分析能力。在护理实习中，护理教育者需要关注翻转学习模拟实践的应用和影响护理专业大学生学业成绩的因素。在翻转学习模拟实践中，需要采取具体的干预措施和策略来提高护理专业大学生的学业成绩。
