School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei Province 430000, China.
School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei Province 430000, China.
J Prof Nurs. 2022 Mar-Apr;39:146-155. doi: 10.1016/j.profnurs.2022.01.013. Epub 2022 Feb 1.
Psychomotor skill instruction is a critical component of nursing education. For now, the optimal teaching method to help students acquire psychomotor skills remains elusive. A few studies have explored the effects of flipped classroom on skill instruction, but yield a mixed conclusion. Furthermore, little knowledge was eligible if flipped classroom was beneficial to all learners with different learning styles.
This study aimed to investigate the effects of flipped classroom on nursing psychomotor skill instruction for students with different learning styles.
The sequential explanatory mixed-methods design was used. In the quantitative study, students in the control group and the intervention group were instructed by traditional laboratory class and flipped classroom respectively. Self-report questionnaires evaluated students' satisfaction and perceived stress before and after the project. Students' skill performance was videotaped and graded by a nursing teacher. Independent sample t-test and paired sample t-test were used to study differences within and between two groups. In the qualitative component, a multiple case study was implemented to investigate the learning experience of flipped classroom among students with different learning styles.
The quantitative study results showed that flipped classroom was more effective in improving student performance than traditional laboratory class, for both active and passive learner. However, after flipped classroom intervention, the learning satisfaction of passive learners decreased significantly (P < 0.05), while the learning satisfaction of active learners showed an opposite increasing trend (P = 0.07). Furthermore, compared with traditional laboratory class, the stress perception of passive learners in flipped classroom also increased significantly (p < 0.001). The qualitative study analysis obtained similar results, although active students hold a more positive attitude toward flipped classroom, passive learners expressed more dissatisfaction and stress perception than their peers.
In terms of skill performance, learning satisfaction and stress perception of students, flipped classroom maybe more suitable for active learners rather than passive learners. Therefore, evaluating the learning styles of students is necessary before the implementation of flipped classroom.
心理运动技能教学是护理教育的重要组成部分。目前，帮助学生获得心理运动技能的最佳教学方法仍难以捉摸。一些研究探讨了翻转课堂对技能教学的影响，但得出的结论不一。此外，如果翻转课堂对具有不同学习风格的所有学习者都有益，那么很少有知识是合格的。
本研究旨在探讨翻转课堂对不同学习风格的护生心理运动技能教学的影响。
采用序贯解释性混合方法设计。在定量研究中，对照组和干预组的学生分别接受传统实验室课和翻转课堂教学。项目前后通过自报告问卷评估学生的满意度和感知压力。学生的技能表现由一名护理教师录像并评分。采用独立样本 t 检验和配对样本 t 检验比较两组内和两组间的差异。在定性部分，采用多案例研究对不同学习风格的学生翻转课堂学习体验进行研究。
定量研究结果表明，翻转课堂比传统实验室课更能有效提高学生的表现，无论是主动学习者还是被动学习者。然而，翻转课堂干预后，被动学习者的学习满意度显著下降（P<0.05），而主动学习者的学习满意度呈相反的上升趋势（P=0.07）。此外，与传统实验室课相比，翻转课堂中被动学习者的感知压力也显著增加（p<0.001）。定性研究分析得出了类似的结果，尽管主动学习者对翻转课堂持更积极的态度，但被动学习者比他们的同龄人表达了更多的不满和压力感知。
就学生的技能表现、学习满意度和压力感知而言，翻转课堂可能更适合主动学习者，而不是被动学习者。因此，在实施翻转课堂之前，有必要评估学生的学习风格。
