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À̺´ÁÖ ( Lee Byeong-Ju ) - ¾Èµ¿°úÇдëÇб³ °£È£Çаú
Ȳ¼±¿µ ( Hwang Seon-young ) - ÇѾç´ëÇб³ °£È£ÇкÎ
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Abstract
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Purpose: The purpose of this study was to examine the applicability of a flipped learning course in Women¡¯s Health Nursing for nursing students.
Methods: A total of 200 senior nursing students participated in flipped learning class of pregnancy, delivery and postpartum area, which included team-based learning and self-reflection for 8 weeks. One group pre-post test design was adopted and the changes in learning motivation and satisfaction were examined. In addition, reflective journals of the students were analyzed by making a qualitative content analysis.
Results: Students showed a significant increase in score of learning motivation in the posttest (t=-4.47, p<.001). They had a mean of 3.90 in learning satisfaction out of possible five points. As a result of content analysis, three themes were selected: ¡®Improved attitude toward active learning¡¯, ¡®Burden caused by excessive workload¡¯, and ¡®Valuing to the team-based activity¡¯ To be specific, six sub-themes were selected, with three positive and three negative categories: ¡®improved class attention and understanding¡¯, ¡®positive class participation by preparing lessons in advance¡¯, ¡®peer interactions through discussion¡¯, ¡®A lot of time and effort consuming¡¯, ¡®stress caused by the burden of preparing lessons¡¯, and ¡®difficulties in cooperative activities¡¯.
Conclusion: This study supports and confirms that the flipped learning can be a creative instructional model of positive teaching-learning strategy in clinical nursing courses to enhance students¡¯ learning motivation.
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KeyWords
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Çø³µå ·¯´×, °£È£Çлý, ÇнÀµ¿±â, ÇнÀ¸¸Á·µµ
Flipped learning, Nursing students, Motivation, Satisfaction
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