Youhasan Punithalingam, Lyndon Mataroria P, Chen Yan, Henning Marcus A
Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand.
Department of Medical Education & Research, Faculty of Health-Care Sciences, Eastern University, Sri Lanka, Batticaloa, Sri Lanka.
Med Sci Educ. 2022 Dec 24;33(1):91-106. doi: 10.1007/s40670-022-01706-7. eCollection 2023 Feb.
Flipped classroom pedagogy (FCP) is recognised as an effective and efficient teaching-learning method. However, nursing students and teachers may be hesitant to adopt FCP due to technophobia and time constraints linked to academic and clinical responsibilities. This necessitates the provision of promotional training for adopting FCP. However, there is a dearth of research regarding how the practice of FCP could be promoted and in demonstrating its efficacy in developing countries. Thus, this study aimed to examine the educational impact of a web-based education intervention, branded as the Flipped Classroom Navigator (FCN), for promoting FCP in nursing education in Sri Lanka.
This mixed-methods study employed pre- and post-training knowledge tests, the Instructional Materials Motivation Survey (IMMS), the Perceived Transfer of Learning Questionnaire survey, and collected students' and teachers' open-ended responses to evaluate the impact of the FCN. Fifty-five undergraduate nursing students and 15 university teachers participated in the study from two state universities in Sri Lanka. Repeated-measures ANOVA, -tests, Levene's test of homogeneity, Cohen's , and an inductive thematic approach were employed in the data analysis.
Post-training knowledge test scores were significantly higher than the pre-training knowledge test scores indicating improved understanding of FCP. Participants were also highly motivated to learn in the FCN instructional materials. Participants exhibited positive attitudes towards FCN training with transfer of learning to their teaching-learning practice. The inductive thematic analysis identified the following themes: user experiences, FCN learning content, behaviour changes, and suggested improvements.
Overall, the FCN enhanced both students' and teachers' knowledge and understanding of FCP in undergraduate nursing education.
The online version contains supplementary material available at 10.1007/s40670-022-01706-7.
翻转课堂教学法（FCP）被认为是一种高效的教学方法。然而，由于技术恐惧症以及与学术和临床职责相关的时间限制，护理专业的学生和教师可能对采用FCP犹豫不决。这就需要提供推广FCP的培训。然而，关于如何推广FCP以及在发展中国家证明其有效性的研究却很匮乏。因此，本研究旨在探讨一种名为翻转课堂导航器（FCN）的基于网络的教育干预措施对促进斯里兰卡护理教育中FCP的教育影响。
这项混合方法研究采用了培训前后的知识测试、教学材料动机调查（IMMS）、学习迁移感知问卷调查，并收集了学生和教师的开放式回答，以评估FCN的影响。来自斯里兰卡两所国立大学的55名本科护理专业学生和15名大学教师参与了该研究。数据分析采用重复测量方差分析、t检验、Levene齐性检验、Cohen's d以及归纳主题分析法。
培训后的知识测试成绩显著高于培训前的知识测试成绩，表明对FCP的理解有所提高。参与者在FCN教学材料中的学习积极性也很高。参与者对FCN培训表现出积极态度，并将学习迁移到他们的教学实践中。归纳主题分析确定了以下主题：用户体验、FCN学习内容、行为变化和建议改进。
总体而言，FCN提高了本科护理教育中学生和教师对FCP的知识和理解。
在线版本包含可在10.1007/s40670-022-01706-7获取的补充材料。
