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KMID : 0388320170240040265
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Journal of Korean Academy of Fundamental Nursing
2017 Volume.24 No. 4 p.265 ~ p.276
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An Action Research on Flipped Learning for Fundamental Nursing Practice Courses
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Kim Hee-Young
Kim Yun-Hee
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Abstract
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Purpose: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects.
Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0.
Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred.
Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor’s educational competency as well as to verify effects of a new nursing education method.
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KEYWORD
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Learning, Nursing, Nursing education
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