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KMID : 0869920200260010025
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Journal of Korean Academy Society of Nursing Education
2020 Volume.26 No. 1 p.25 ~ p.35
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Effects of Flipped Learning on the Critical Thinking Disposition, Academic Achievement and Academic Self-efficacy of Nursing Students: A Mixed Methods Study
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Cha Ju-Ae
Kim Jin-Hee
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Abstract
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Purpose: The purpose of this study was to investigate the effects of lessons based on flipped on nursing students’ critical thinking disposition, academic achievement, and academic self-efficacy.
Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis.
Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self?efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived.
Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students’ critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.
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KEYWORD
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Learning, Thinking, Achievement, Self-efficacy, Nursing students
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