Torbergsen Hanne Kristine Skjesol, Paulsby Tove Engan, Haugan Gørill, Utvær Britt Karin
Department of Public Health and Nursing, NTNU Norwegian University of Science and Technology, Post office box 8905, Trondheim, N-7491, Norway.
Faculty of Nursing and Health Science, Nord University, Post office box, Bodø, 1490, 8049, Norway.
BMC Med Educ. 2025 Aug 12;25(1):1160. doi: 10.1186/s12909-025-07729-z.
A bachelor's degree in nursing at a large university in Norway has designed and developed a specific learning design within a flipped classroom to engage and motivate nursing students in their learning of cardiopulmonary resuscitation (CPR), facilitating progression throughout the three academic years of the nursing program. This comprehensive learning design is perceived as a cohesive unit and consists of two pre-class activities and two in-class activities. The four learning activities are multiple choice questions (MCQ), skills training with Resuscitation Quality Improvement (RQI), team-based learning (TBL) and simulation.
To investigate the associations between nursing students' autonomous motivation when performing four learning activities in a flipped classroom design and their perceptions of teachers' goals, study-effort and perceived learning outcomes.
Quantitative data were tested by means of stepwise regression analysis. Using a cross-sectional design, data were collected from 374 nursing students. Three hypotheses of the associations between nursing students' autonomous motivation when performing four learning activities in the flipped classroom learning design and their perceptions of teachers' goals, study-effort and perceived learning outcomes.
There are significant associations between students' perceptions of teachers' goals and study-effort and their perceived learning outcomes when they perform the four learning activities. The correlations between students' autonomous motivation to perform the four learning activities and their perceived learning outcomes in CPR are positive and significant. The regression model explained 32% of the variance in perceived learning outcomes, with students' perceptions of teachers' goals and study-effort showing the strongest associations (β = 27 and β = 21, respectively).
This study provides empirical knowledge of the impact of students' autonomous motivation when performing four learning activities and their perceived learning outcomes. Based on the results of this study, the use of a learning design containing pre-class and in-class activities seems to support nursing students' learning processes.
挪威一所大型大学的护理学学士学位课程在翻转课堂中设计并开发了一种特定的学习设计，以吸引和激励护理专业学生学习心肺复苏术（CPR），促进他们在护理课程的三个学年中的学习进程。这种全面的学习设计被视为一个连贯的单元，由两个课前活动和两个课堂活动组成。这四个学习活动分别是多项选择题（MCQ）、使用复苏质量改进（RQI）的技能培训、基于团队的学习（TBL）和模拟。
调查护理专业学生在翻转课堂设计中进行四项学习活动时的自主动机与他们对教师目标、学习努力程度和感知学习成果的看法之间的关联。
通过逐步回归分析对定量数据进行测试。采用横断面设计，从374名护理专业学生中收集数据。提出了关于护理专业学生在翻转课堂学习设计中进行四项学习活动时的自主动机与他们对教师目标、学习努力程度和感知学习成果的看法之间关联的三个假设。
当学生进行这四项学习活动时，他们对教师目标和学习努力程度的看法与他们的感知学习成果之间存在显著关联。学生进行这四项学习活动的自主动机与他们在CPR方面的感知学习成果之间的相关性为正且显著。回归模型解释了感知学习成果中32%的方差，其中学生对教师目标和学习努力程度的看法显示出最强的关联（β分别为27和21）。
本研究提供了关于学生在进行四项学习活动时的自主动机及其感知学习成果影响的实证知识。基于本研究结果，使用包含课前和课堂活动的学习设计似乎有助于支持护理专业学生的学习过程。
