Urcola-Pardo Fernando, Subiron-Valera Ana Belen, Anton-Solanas Isabel, Orkaizagirre-Gomara Aintzane, Torres-Enamorado Dolores, Gonzalez-Sanz Juan Diego
Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain.
Research Group SAPIENF (B53_23R), University of Zaragoza, Zaragoza, Spain.
Nurs Open. 2024 Dec;11(12):e70112. doi: 10.1002/nop2.70112.
To design and validate the Flipped-Learning Assessment Scale; a tool for assessing students' experience of flipped learning.
Frequently, university students are introduced to new content during lectures. In contrast, active learning activities, such as Flipped Learning, are designed as an instructional method to engages students in the learning process.
Cross-sectional descriptive study.
A cross-sectional study was carried out in three phases ((1) item selection, rephrasing and translation; (2) content analysis through expert panel and (3) confirmatory factor analysis). The final version of the scale was piloted on a sufficient sample of undergraduate student nurses from three Spanish universities.
A total of 455 students completed the questionnaire; 373 women and 82 men. The total Cronbach's alpha value for the complete instrument was 0.893. Cronbach alpha for each separate dimension ranged between 0.660 and 0.897. Goodness-of-fit values were acceptable, implying that the model was validated.
The flipped learning approach has become increasingly popular in academic settings. Evaluating the students' flipped learning experience is important to analyse aspects such as acceptability and effectiveness of this methodology. The Flipped-Learning Assessment Scale is a valid and reliable tool for analysing students' experience of flipped learning.
Flipped learning has been a useful pedagogical model very for cultivating student skills in problem-solving, critical thinking, teamwork and self-active learning in nursing education. A key issues, such as student satisfaction, has been explored further before implementing this teaching and learning methodology.
None.
设计并验证翻转学习评估量表；一种用于评估学生翻转学习体验的工具。
通常，大学生在讲座期间接触新内容。相比之下，诸如翻转学习等主动学习活动被设计为一种教学方法，以使学生参与到学习过程中。
横断面描述性研究。
横断面研究分三个阶段进行（（1）项目选择、改写和翻译；（2）通过专家小组进行内容分析；（3）验证性因素分析）。该量表的最终版本在来自三所西班牙大学的足够数量的本科护理专业学生样本上进行了预测试。
共有455名学生完成了问卷；373名女性和82名男性。完整量表的总克朗巴哈系数值为0.893。每个单独维度的克朗巴哈系数在0.660至0.897之间。拟合优度值可接受，这意味着该模型得到了验证。
翻转学习方法在学术环境中越来越受欢迎。评估学生的翻转学习体验对于分析该方法的可接受性和有效性等方面很重要。翻转学习评估量表是分析学生翻转学习体验的有效且可靠的工具。
翻转学习一直是一种有用的教学模式，非常有助于在护理教育中培养学生解决问题、批判性思维、团队合作和自主学习的技能。在实施这种教学方法之前，进一步探讨了诸如学生满意度等关键问题。
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