Effects of the Flipped Classroom Approach on the Psychiatric Nursing Practicum Course

Mi-kyoung Lee; Sun Ju Chang; Sun Joo Jang

doi:10.12934/jkpmhn.2017.26.2.196

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Lee, Chang, and Jang: Effects of the Flipped Classroom Approach on the Psychiatric Nursing Practicum Course

Original Article

J Korean Acad Psychiatr Ment Health Nurs 2017;26(2):196-203.

Published online: 7 June 2017

DOI: https://doi.org/10.12934/jkpmhn.2017.26.2.196

Effects of the Flipped Classroom Approach on the Psychiatric Nursing Practicum Course

Mi-kyoung Lee¹, Sun Ju Chang², Sun Joo Jang¹

¹College of Nursing, Eulji University, Daejeon, Korea

²College of Nursing ․ The Research Institute of Nursing Science, Seoul National University, Seoul, Korea

Corresponding author: Jang, Sun Joo College of Nursing, Eulji University, 77 Gyeryong-ro, 771 Beon-gil, Jung-gu, Daejeon 34824, Korea. Tel: +82-42-259-1721, Fax: +82-42-259-1709, E-mail: icedcoffee@hanmail.net

Received 17 March 201719 April 2017 Accepted 10 May 2017

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

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.

Keywords: Active learning, Flipped classroom, Nursing education, Clinical practicum, Compete

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Table 1.

Demographics of Participants and Homogeneity Test between Flipped-learning Group and Traditional-learning Group (N=146)

Variables	Categories	Flipped-learning group (n=70)	Traditional-learning group (n=76)	x² or t	p
Variables	Categories	n (%) or M±SD	n (%) or M±SD	x² or t	p
Age		23.06±1.51	22.70±0.95	1.73	.085
Gender	Female	60 (85.7)	67 (88.2)	0.19	.661
Gender	Male	10 (14.3)	9 (11.8)
Transfer students	No	64 (91.4)	71 (93.4)	0.21	.649
Transfer students	Yes	6 (8.6)	5 (6.6)
Academic performance		72.90±9.26	75.71±8.69	−1.89	.060

Table 2.

Comparison of the Differences between Flipped-learning Group and Traditional-learning Group (N=146)

Variables	Flipped-learning group (n=70)	Traditional-learning group (n=76)	t	p
Variables	M±SD	M±SD	t	p
Quiz	11.89±2.00	11.88±1.83	0.01	.990
Self-assessment	47.64±2.94	46.38±2.56	2.77	.006
Simulation performance	8.00±1.14	7.35±1.28	3.18	.002
Satisfaction	4.66±0.48	4.45±0.50	2.59	.011

Table 3.

Differences in Core Competencies before and after Flipped Learning (N=70)

Variables	Before flipped learning (n=70)	After flipped learning (n=70)	t	p
Variables	M±SD	M±SD	t	p
Life core competency	120.54±12.62	127.81±11.66	−8.56	<.001
Socialization	27.70±3.54	29.80±2.87	−5.13	<.001
Responsibility-practice	25.36±4.07	26.60±3.66	−3.52	.001
Problem-solving	24.09±4.53	25.04±3.52	−2.67	.010
Knowledge-construction	17.24±2.87	18.06±3.04	−2.48	.016
Information-management	14.17±2.40	16.01±2.36	−5.54	<.001
Identity-value	11.99±1.92	12.30±1.76	−1.36	.179

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