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이미경 ( Lee Mi-Kyoung ) - 을지대학교 간호대학
장선주 ( Chang Sun-Ju ) - 서울대학교 간호대학
장선주 ( Jang Sun-Joo ) - 을지대학교 간호대학
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Abstract
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Purpose: In this study effects of a flipped learning-based psychiatric nursing practicum were evaluated for appropriateness with undergraduate nursing students who are digital natives and tech-savvy millennial students.
Methods: For this retrospective comparative study data from 146 undergraduate students (flipped learning group n=70, traditional learning group n=76) were evaluated for academic performance and life core competencies.
Results: There was no significant difference between the flipped and traditional learning groups in prior homogeneity tests. The academic performance of the flipped learning group was higher than the control group in all aspects, except for practical quiz scores. The flipped leaning group had significantly higher self-assessment scores for academic performance (t=2.77, p=.006) and therapeutic communication simulation scores (t=3.18, p=.002). In addition, they showed a significant increase in core life competencies after participating in the flipped-learning practicum (t=-8.56, p<.001). They showed significant increases in all subdomains except Identity-value [Socialization (t=-5.13, p<.001), Responsibility-practice (t=-3.52, p=.001), Problem-solving (t=-2.67, p=.010), Knowledge-construction (t=-2.48, p=.016), and Information-management (t=-5.54, p<.001)]. Nursing students in the flipped learning-based clinical practicum showed significant improvement in performance and life core competencies.
Conclusion: These results suggest that as a student-centered pedagogy, flipped learning is an effective strategy for improving academic performance and core competencies.
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KeyWords
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플립러닝, 정신간호학실습교육, 핵심역량, 학습자 중심 교육
Active learning, Flipped classroom, Nursing education, Clinical practicum, Compete
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원문 및 링크아웃 정보
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등재저널 정보
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