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Ters Yüz Sınıf Modelinin Hemşirelik Öğrencilerinin Yaşamsal Belirti Becerileri Üzerindeki Öğrenme Etkileri: Yarı Deneysel Bir Çalışma

Year 2022, Issue 17, 470 - 484, 29.08.2022
https://doi.org/10.38079/igusabder.1066201

Abstract

Amaç: Bu çalışmanın amacı, ters yüz sınıf sınıf öğrenme modeli ile verilen eğitimin hemşirelik psikomotor, bilişsel ve becerilerine etkisini değerlendirmektir.
Yöntem: Çalışmada yarı deneysel deney (n=40) ve kontrol gruplu (n=40), ön son test ölçümleri olan bir bir tasarım kullanıldı. Deney grubu yaşamsal bulgular modülünde teorik ve pratik öğretimde ters yüz eğitim modeli ile eğitim alırken, kontrol grubunda sadece geleneksel öğretim modeli ile eğitim aldılar. Öğrenci performanslarını değerlendirmek için bir bilgi testi ve beceri kontrol listesi kullanıldı.
Bulgular: Post-test bilgi sınavı ve beceri sınavlarında en yüksek puanları ters yüz sınıf eğitimi alan öğrenciler aldı (sırasıyla X̄ =62.15±16.55; X̄ =45.25±14.77). Ayrıca gruplar arası psikomotor beceri sınavı post-test toplam puanları incelendiğinde, deney grubunun kontrol grubuna göre daha yüksek puanlar aldığı bulundu (sırasıyla X̄=38.92±0.85, X̄=30.79±1.41).
Sonuç: Ters yüz sınıf modelinin hemşirelik eğitiminde kullanılmasının hem teorik bilgileri hem de psikomotor beceri kazanımını olumlu yönde etkilediği bulundu.

References

  • Barbour C, Schuessler JB. A preliminary framework to guide implementation of the flipped classroom method in nursing education. Nurse Education in Practice. 2019; 34:36-42. doi.org/10.1016/j.nepr.2018.11.001.
  • Bernard JS. The flipped classroom: Fertile ground for nursing education research. Int. J. Nurs. Educ. Scholarsh. 2015;12(1):1–11. doi.org/10.1515/ijnes-2015-0005.
  • Mortensen CJ, Nicholson AM. The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. J Anim Sci. 2015;93(7):3722–3731. doi.org/10.1016/10.2527/jas.2015-9087.
  • Betihavas V, Bridgman H, Kornhaber R, Cross M. The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Educ Today. 2016;38(1):15–21. doi.org/10.1016/j.nedt.2015.12.010.
  • Hawks SJ. The flipped classroom: Now or never? Education News. 2014;82(4):264-269. Erişim tarihi 1 Haziran 2021.
  • Towle A, Breda K. Teaching the millennial nursing student: using a "Flipping the Classroom" model. Nursing and Health. 2014;2(6):107-114. PMID: 25167605. Erişim tarihi 1 Haziran 2021.
  • Institute of Medicine (IOMa). The future of nursing; leading change, advancing health, summary report. Institute of Health Brief Report 2010. http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx. Yayınlanma tarihi 2010. Erişim tarihi 1 Haziran 2021.
  • World Health Organization (WHO). Nurse educator core competencies 2016. https://www.who.int/hrh/nursing_midwifery/nurse_educator050416.pdf. Yayınlanma tarihi 2016. Erişim tarihi 01 Haziran 2021.
  • El-Banna MM, Whitlow M, McNelis AM. Flipping around the classroom: Accelerated Bachelor of Science in Nursing students' satisfaction and achievement. Nurse Edu. Today. 2017; Sep56:41–46.
  • Lai CL, Hwang GJ. Roles and research trends of flipped classrooms in nursing education: A review of academic publications from 2010 to 2017, 2019: Interactive Learning Environments. 2021; 6:883-904.
  • Wu XV, Chan YS, Tan KHS, Wang W. A systematic review of online learning programs for nurse preceptors. Nurse Educ. Today. 2018; 60:11–22.
  • Warda M, Knowltonb CM, Laneyb WC. The flip side of traditional nursing education: A literature review. Nurse.Education in Practice. 2018;(29):163–171.
  • Critz C, Knight D. Using the flipped classroom in graduate nursing education. Nurse Educator. 2013;38(5):210-213.
  • Kara CO, Gürpınar E. Ters yüz sınıf uygulamasında kli̇ni̇k öğrenme ikli̇mi̇ni̇n değerlendi̇rilmesi. Tıp Eğitimi Dünyası. 2018; 53:24-40.
  • Gillette C, Rudolph M, Kimble C, Rockich-Winston N, Smith L, Broedel-Zaugg K. A meta-analysis of outcomes comparing flipped classroom and lecture. Am J Pharm Educ. 2018;82(5):6898.
  • Bingen MH, Steindal SA, Krumsvik RJ, Tveit B. Physiology within a flipped classroom: The importance of on-campus activities for nursing students’ experiences of mastery. J Clin Nurs. 2020; 29:2907–2917.
  • Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Med Educ. 2018;18(1):38.
  • Gillispie V. Using the flipped classroom to bridge the gap to generation Y. Ochsner J. 2016;16(1):32-36.
  • Tan C, Yue WG, Fu Y. Effectiveness of flipped classrooms in nursing education: Systematic review and meta- analysis. Chinese Nursing Research. 2017;4(4):192-200.
  • Geist MJ, Larimore D, Rawiszer H, Al Sager AW. Flipped versus traditional instruction and achievement in a baccalaureate nursing pharmacology course. Nurs. Educ. Perspect. 2015;36(2):114–115.
  • Ward M, Knowlton MC, Laney CW. The flip side of traditional nursing education: A literature review. Nurse Education in Practice. 2018; 29:163-171
  • Post J, Deal B, Hermanns M. Implementation of a flipped classroom: Nursing students’ perspectives. Journal of Nursing Education and Practice. 2015;(5):16(11):e0259003.
  • Pence, PL. Flipping a first-year medical-surgical associate degree registered nursing course: A 2-year pilot study. Teaching and Learning in Nursing. 2016; 11:52–57.
  • Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. J Adv Nurs. 2010;66(1):3-15. doi:10.1111/j.1365-2648.2009. 05240.x.
  • Mccrossan G, Adamson E, Watt S, Penny K. Online video in clinical skills education of oral medication administration for undergraduate student nurses: A mixed methods, prospective cohort study. Nurse Education Today. 2013; 33:663–670.
  • Hogenson D, Hoover C, Berndt JL, Tollefson B, Peterson J, Laudenbach N. Applying the Flipped Classroom Model to Psychomotor Skill Acquisition in Nursing Georgia Ann. Nurs Educ Perspect. 2019;40(2):99-101.
  • Kim H, Jang YK. Flipped Learning with simulation in undergraduate nursing. Journal of Nursing Education. 2017;56(6):329-336.
  • Taylor C, Lills C, Lemone P, Lynn M. Medications. Parenteral Medication. Fundamentals of Nursing the art and Science of Nursing Care. 6. St edition. Philedephia: Wolters Kluwer Lippincott Williams & Wilkins; 2008: Chapter 8.
  • Halasa S, Abusalim N, Rayyan M, et al. Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nurs Open. 2020;7(4):1129-1138.
  • Missildine K, Fountain R, Summers L, Gosselin K. Flipping the classroom to improve student performance and satisfaction. J Nurs Educ. 2013;52(10):597-599. doi:10.3928/01484834-20130919-03.
  • Kima YM, Yoona YS, Hongb HC, Minb A. Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Education Today. 2019; 79:180–187.
  • Oh J, Kım SJ, Kım S, Kang KA, Kan JS, Bartlett R. Development and evaluation of flipped learning using film clips within a nursing informatics course. Japan Journal of Nursing Science. 2019;16(4):385–395.
  • Chu TL, Wang J, Monrouxe L, Sung YC, Kuo CL, Ho LH. The effects of the flipped classroom in teaching evidence-based nursing: A quasi-experimental study. PLoS ONE. 2019;14(1): e0210606.
  • Guerra D. Teaching clinical informatics in a concept-based flipped classroom. Nurse Educator. 2019;44(3):129-131.
  • Greenwood A, Mosca C. Flipping the nursing classroom without flipping out the students. Nurs Educ Perspect. 2017;38(6):342-343.

The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study

Year 2022, Issue 17, 470 - 484, 29.08.2022
https://doi.org/10.38079/igusabder.1066201

Abstract

Aim: The aim of the study is evaluated to the effect of the education with the flipped classroom class learning model in nursing psychomotor and cognitive and skills
Method: A quasi experimental design was used with intervention (n=40) and comparison group (n=40), pre-test-post-test measures in the study. The experimental group (n=40) received a flipped classroom learning approach along with vital sings modules with learning and practicing the required, whereas the control group (n=40) received traditional classroom instruction. A knowledge test and a skills checklist were used to assess student performance.
Results: The highest scores in post-test knowledge exam and skills exams were received by students who experienced flipped classroom education group (X̄=62.15±16.55; X̄=45.25±14.77, respectively). In addition, when the psychomotor skill test post-test total scores between the groups were examined, it was found that the experimental group had higher scores than the control group (X̄=38.92±0.85, X̄=30.79±1.41 respectively).
Conclusion: The utilization of the flipped class model in nursing education was found to positively affect both theoretical knowledge and psychomotor skill acquisition.

References

  • Barbour C, Schuessler JB. A preliminary framework to guide implementation of the flipped classroom method in nursing education. Nurse Education in Practice. 2019; 34:36-42. doi.org/10.1016/j.nepr.2018.11.001.
  • Bernard JS. The flipped classroom: Fertile ground for nursing education research. Int. J. Nurs. Educ. Scholarsh. 2015;12(1):1–11. doi.org/10.1515/ijnes-2015-0005.
  • Mortensen CJ, Nicholson AM. The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. J Anim Sci. 2015;93(7):3722–3731. doi.org/10.1016/10.2527/jas.2015-9087.
  • Betihavas V, Bridgman H, Kornhaber R, Cross M. The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Educ Today. 2016;38(1):15–21. doi.org/10.1016/j.nedt.2015.12.010.
  • Hawks SJ. The flipped classroom: Now or never? Education News. 2014;82(4):264-269. Erişim tarihi 1 Haziran 2021.
  • Towle A, Breda K. Teaching the millennial nursing student: using a "Flipping the Classroom" model. Nursing and Health. 2014;2(6):107-114. PMID: 25167605. Erişim tarihi 1 Haziran 2021.
  • Institute of Medicine (IOMa). The future of nursing; leading change, advancing health, summary report. Institute of Health Brief Report 2010. http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx. Yayınlanma tarihi 2010. Erişim tarihi 1 Haziran 2021.
  • World Health Organization (WHO). Nurse educator core competencies 2016. https://www.who.int/hrh/nursing_midwifery/nurse_educator050416.pdf. Yayınlanma tarihi 2016. Erişim tarihi 01 Haziran 2021.
  • El-Banna MM, Whitlow M, McNelis AM. Flipping around the classroom: Accelerated Bachelor of Science in Nursing students' satisfaction and achievement. Nurse Edu. Today. 2017; Sep56:41–46.
  • Lai CL, Hwang GJ. Roles and research trends of flipped classrooms in nursing education: A review of academic publications from 2010 to 2017, 2019: Interactive Learning Environments. 2021; 6:883-904.
  • Wu XV, Chan YS, Tan KHS, Wang W. A systematic review of online learning programs for nurse preceptors. Nurse Educ. Today. 2018; 60:11–22.
  • Warda M, Knowltonb CM, Laneyb WC. The flip side of traditional nursing education: A literature review. Nurse.Education in Practice. 2018;(29):163–171.
  • Critz C, Knight D. Using the flipped classroom in graduate nursing education. Nurse Educator. 2013;38(5):210-213.
  • Kara CO, Gürpınar E. Ters yüz sınıf uygulamasında kli̇ni̇k öğrenme ikli̇mi̇ni̇n değerlendi̇rilmesi. Tıp Eğitimi Dünyası. 2018; 53:24-40.
  • Gillette C, Rudolph M, Kimble C, Rockich-Winston N, Smith L, Broedel-Zaugg K. A meta-analysis of outcomes comparing flipped classroom and lecture. Am J Pharm Educ. 2018;82(5):6898.
  • Bingen MH, Steindal SA, Krumsvik RJ, Tveit B. Physiology within a flipped classroom: The importance of on-campus activities for nursing students’ experiences of mastery. J Clin Nurs. 2020; 29:2907–2917.
  • Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Med Educ. 2018;18(1):38.
  • Gillispie V. Using the flipped classroom to bridge the gap to generation Y. Ochsner J. 2016;16(1):32-36.
  • Tan C, Yue WG, Fu Y. Effectiveness of flipped classrooms in nursing education: Systematic review and meta- analysis. Chinese Nursing Research. 2017;4(4):192-200.
  • Geist MJ, Larimore D, Rawiszer H, Al Sager AW. Flipped versus traditional instruction and achievement in a baccalaureate nursing pharmacology course. Nurs. Educ. Perspect. 2015;36(2):114–115.
  • Ward M, Knowlton MC, Laney CW. The flip side of traditional nursing education: A literature review. Nurse Education in Practice. 2018; 29:163-171
  • Post J, Deal B, Hermanns M. Implementation of a flipped classroom: Nursing students’ perspectives. Journal of Nursing Education and Practice. 2015;(5):16(11):e0259003.
  • Pence, PL. Flipping a first-year medical-surgical associate degree registered nursing course: A 2-year pilot study. Teaching and Learning in Nursing. 2016; 11:52–57.
  • Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. J Adv Nurs. 2010;66(1):3-15. doi:10.1111/j.1365-2648.2009. 05240.x.
  • Mccrossan G, Adamson E, Watt S, Penny K. Online video in clinical skills education of oral medication administration for undergraduate student nurses: A mixed methods, prospective cohort study. Nurse Education Today. 2013; 33:663–670.
  • Hogenson D, Hoover C, Berndt JL, Tollefson B, Peterson J, Laudenbach N. Applying the Flipped Classroom Model to Psychomotor Skill Acquisition in Nursing Georgia Ann. Nurs Educ Perspect. 2019;40(2):99-101.
  • Kim H, Jang YK. Flipped Learning with simulation in undergraduate nursing. Journal of Nursing Education. 2017;56(6):329-336.
  • Taylor C, Lills C, Lemone P, Lynn M. Medications. Parenteral Medication. Fundamentals of Nursing the art and Science of Nursing Care. 6. St edition. Philedephia: Wolters Kluwer Lippincott Williams & Wilkins; 2008: Chapter 8.
  • Halasa S, Abusalim N, Rayyan M, et al. Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nurs Open. 2020;7(4):1129-1138.
  • Missildine K, Fountain R, Summers L, Gosselin K. Flipping the classroom to improve student performance and satisfaction. J Nurs Educ. 2013;52(10):597-599. doi:10.3928/01484834-20130919-03.
  • Kima YM, Yoona YS, Hongb HC, Minb A. Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Education Today. 2019; 79:180–187.
  • Oh J, Kım SJ, Kım S, Kang KA, Kan JS, Bartlett R. Development and evaluation of flipped learning using film clips within a nursing informatics course. Japan Journal of Nursing Science. 2019;16(4):385–395.
  • Chu TL, Wang J, Monrouxe L, Sung YC, Kuo CL, Ho LH. The effects of the flipped classroom in teaching evidence-based nursing: A quasi-experimental study. PLoS ONE. 2019;14(1): e0210606.
  • Guerra D. Teaching clinical informatics in a concept-based flipped classroom. Nurse Educator. 2019;44(3):129-131.
  • Greenwood A, Mosca C. Flipping the nursing classroom without flipping out the students. Nurs Educ Perspect. 2017;38(6):342-343.

Details

Primary Language English
Subjects Medicine
Journal Section Articles
Authors

Derya TAŞKIN ERDEM>
GIRNE AMERICAN UNIVERSITY
0000-0002-9387-1694
Kuzey Kıbrıs Türk Cumhuriyeti


Arzu BAHAR> (Primary Author)
YÜKSEK İHTİSAS ÜNİVERSİTESİ
0000-0002-2132-1968
Türkiye

Publication Date August 29, 2022
Published in Issue Year 2022, Volume , Issue 17

Cite

Bibtex @research article { igusabder1066201, journal = {İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi}, issn = {2536-4499}, eissn = {2602-2605}, address = {İstanbul Gelişim Üniversitesi Sağlık Bilimleri Yüksekokulu - Cihangir Mah. Şehit Jandarma Komando Er Hakan Öner Sk. No: 1 Avcılar / İstanbul / Türkiye}, publisher = {İstanbul Gelisim University}, year = {2022}, number = {17}, pages = {470 - 484}, doi = {10.38079/igusabder.1066201}, title = {The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study}, key = {cite}, author = {Taşkın Erdem, Derya and Bahar, Arzu} }
APA Taşkın Erdem, D. & Bahar, A. (2022). The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study . İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi , (17) , 470-484 . DOI: 10.38079/igusabder.1066201
MLA Taşkın Erdem, D. , Bahar, A. "The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study" . İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi (2022 ): 470-484 <https://dergipark.org.tr/en/pub/igusabder/issue/72351/1066201>
Chicago Taşkın Erdem, D. , Bahar, A. "The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study". İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi (2022 ): 470-484
RIS TY - JOUR T1 - The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study AU - DeryaTaşkın Erdem, ArzuBahar Y1 - 2022 PY - 2022 N1 - doi: 10.38079/igusabder.1066201 DO - 10.38079/igusabder.1066201 T2 - İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi JF - Journal JO - JOR SP - 470 EP - 484 VL - IS - 17 SN - 2536-4499-2602-2605 M3 - doi: 10.38079/igusabder.1066201 UR - https://doi.org/10.38079/igusabder.1066201 Y2 - 2022 ER -
EndNote %0 Istanbul Gelisim University Journal of Health Sciences The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study %A Derya Taşkın Erdem , Arzu Bahar %T The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study %D 2022 %J İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi %P 2536-4499-2602-2605 %V %N 17 %R doi: 10.38079/igusabder.1066201 %U 10.38079/igusabder.1066201
ISNAD Taşkın Erdem, Derya , Bahar, Arzu . "The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study". İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi / 17 (August 2022): 470-484 . https://doi.org/10.38079/igusabder.1066201
AMA Taşkın Erdem D. , Bahar A. The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study. IGUSABDER. 2022; (17): 470-484.
Vancouver Taşkın Erdem D. , Bahar A. The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study. İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi. 2022; (17): 470-484.
IEEE D. Taşkın Erdem and A. Bahar , "The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study", İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi, no. 17, pp. 470-484, Aug. 2022, doi:10.38079/igusabder.1066201

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