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김현영 ( Kim Hyeon-Young ) - Sahmyook University College of Nursing
김미선 ( Kim Mi-Seon ) - Sahmyook University College of Nursing
정현철 ( Jeong Hyeon-Cheol ) - Sahmyook University College of Nursing
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Abstract
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Purpose: This is a group pretest-posttest design study that aim to examine the effect of smart problem-based learning (PBL) teaching method using flipped learning to meta-cognition, academic self-efficacy, and satisfaction level of nursing students.
Method: The subjects were 76 students who took basic nursing practice, which is a major subject, from August 29 to December 13, 2018. A questionnaire was used to measure meta-cognition in web-based self-directed learning. The self-efficacy measurement used a scale consisting of self-regulating efficacy, task difficulty preference, and confidence. The measurement of practical satisfaction is a 5-point Likert scale that employs a questionnaire. Flipped learning uploaded a 10-minute lecture video, and the subjects learned through PC or smartphone. PBL teaching was developed in two modules: gavage and indwelling urinary tract.
Results: Result showed a significant improvement of meta-cognition after education than before education (t=3.21, p=.043). Academic self-efficacy was not significantly changed before and after education. Practice satisfaction was significantly improved after training than before training (t=-2.19, p=.032).
Conclusion: The smart PBL teaching method using flipped learning is an effective teaching and learning strategy for nursing majors. Nursing students with high meta-cognition will be able to perform well in their learning outcomes; therefore, this positive performance experience will enhance self-efficacy.
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KeyWords
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문제중심학습, 플립러닝, 자기효능감, 실습만족도, 메타인지
Nursing students, Problem-based learning, Flipped learning, Smart learning, Self-efficacy
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원문 및 링크아웃 정보
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등재저널 정보
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