Elkhalladi Jaouad, Sefrioui Amal
Faculty of Medicine and Pharmacy, Mohamed 5 University, Rabat, Morocco.
Faculty of Dentistry, Mohamed 5 University, Rabat, Morocco.
Heliyon. 2024 Aug 6;10(16):e35668. doi: 10.1016/j.heliyon.2024.e35668. eCollection 2024 Aug 30.
Soft skills and flipped classrooms are important in the fields of education, nursing, and health techniques.
This study determined nursing teachers' knowledge of soft skills and flipped classrooms.
This was a descriptive cross-sectional study with an analytical focus involving 100 teachers.
The study was conducted at the Higher Institute of Nursing Professions and Health Techniques (ISPITS) at Agadir and its annex in Tiznit.
One hundred permanent and temporary teachers (with an equal distribution of male and female teachers) participated in the survey.
A five-part questionnaire was used to collect data. The independent variable was the use of a flipped classroom and dependent variable was the development of soft skills. SPSS version 25 software was used to process the data. Chi-square test, Ficher's test, binary logistic regression test, and multivariate logistic regression model were employed for data analysis.
In total, 80 % participants had knowledge of soft skills, and 75 % knew about flipped classrooms. The most important soft skills were considered to be communication, stress management, teamwork, conflict management, problem-solving, time management, critical thinking, autonomy, adaptability, and decision-making. The five soft skills considered most likely to be developed by flipped classrooms were autonomy, analysis, teamwork, communication, and time management. Furthermore, the development of soft skills through the flipped classrooms was independently associated with soft skills training (p = 0.008) and use of flipped classrooms (p = 0.042).
Teachers have knowledge of soft skills and flipped classrooms despite a lack of training, and flipped classrooms contribute to the development of soft skills.
软技能和翻转课堂在教育、护理和健康技术领域非常重要。
本研究确定了护理教师对软技能和翻转课堂的了解情况。
这是一项描述性横断面研究，重点进行分析，涉及100名教师。
该研究在阿加迪尔的高等护理职业与健康技术学院（ISPITS）及其在提兹尼特的分校进行。
100名长期和临时教师（男女教师分布均衡）参与了调查。
使用一份包含五个部分的问卷来收集数据。自变量是翻转课堂的使用情况，因变量是软技能的发展。使用SPSS 25版软件处理数据。采用卡方检验、费舍尔检验、二元逻辑回归检验和多元逻辑回归模型进行数据分析。
总体而言，80%的参与者了解软技能，75%的人知道翻转课堂。最重要的软技能被认为是沟通、压力管理、团队合作、冲突管理、问题解决、时间管理、批判性思维、自主性、适应性和决策能力。翻转课堂最有可能培养的五项软技能是自主性、分析能力、团队合作、沟通和时间管理。此外，通过翻转课堂培养软技能与软技能培训（p = 0.008）和翻转课堂的使用（p = 0.042）独立相关。
尽管缺乏培训，教师对软技能和翻转课堂有所了解，并且翻转课堂有助于软技能的培养。
