Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology

Abstract Background Nursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students’ performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course. Methods A quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students’ performance on the final examination and students’ self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students’ academic performance. Results Our results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z = − 2.789, p < .005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course. Conclusion Compared with the didactic lecture format, flipped classroom strategy improved Omani nursing students’ performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education.

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“A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

10.20944/preprints202010.0188.v1 ◽

2020 ◽

Author(s):

Nadia Singh

Keyword(s):

Student Performance ◽

Flipped Classroom ◽

Control Group ◽

First Year ◽

Classroom Design ◽

Final Exam ◽

Traditional Lecture ◽

Traditional Lectures ◽

Undergraduate Economics ◽

The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

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Impact of a flipped classroom on academic achievement and perception among first year nursing students

Clinical Nursing Studies ◽

10.5430/cns.v7n3p68 ◽

2019 ◽

Vol 7 (3) ◽

pp. 68

Author(s):

Amal Amin El-Sheikh ◽

Hanaa El-Sayed El-Sayad

Keyword(s):

Academic Achievement ◽

Nursing Education ◽

Flipped Classroom ◽

Student Perception ◽

Control Group ◽

First Year ◽

Study Group ◽

Group I ◽

Strongly Agree ◽

The Impact

Background: Flipped classroom has generated significant concern in nursing education in recent years, particularly in higher education. It can provide an innovative solution to the unmet challenges of traditional classroom. Using video helps students to learn content at their own pace and use their time in the classroom to attack difficult problems. Aim of the study: to study the impact of a flipped classroom on academic achievement and perception among first year nursing students.Methods: A quasi-experimental design was utilized. Setting: The study was conducted at Faculty of Nursing of Menoufia University. Subjects: A convenient sample of all first year undergraduate students (360) who were admitted to Faculty of Nursing and were included in fundamental of nursing course of the academic year 2017-2018 throughout second term. They were divided alternatively and randomly into two groups, 180 for each, group I: Exposed to the flipped classroom and group II: Exposed to the traditional lecture classroom. Tools: Three tools were used for data collection. Tool I: Structural interviewing questionnaire, tool II: student perception of flipped classroom and tool III: student achievement tool.Results: The results revealed that the study group achieved higher level of perception towards flipped classroom after the first aid unit and the majority of them (87.2%) did not have any prior experience of flipped classroom. 58.9% of the study group were strongly agree to appreciate learning with video and about two thirds of them (63.9%) strongly agree that it was easier and more effective to learn using flipped classroom. 65% of the study group were strongly agree that video made them learn more and about half of them (57.2%) strongly agree that video could replace traditional lectures completely. The means total score of students’ achievement were 22.22 ± 5.09 and 19.77 ± 5.50 among study and control group respectively.Conclusions: Students shared in the flipped classroom (study group) achieved higher level of perception. The study group had higher level of achievement scores than those in the control group.Recommendations: Similar studies should be carried out with a bigger sample in various courses and at various educational stages to generalize the findings.

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The impact of flipped classrooms in nurse education

Waikato Journal of Education ◽

10.15663/wje.v25i0.735 ◽

2020 ◽

Vol 25 ◽

pp. 145-157

Author(s):

Helen Lelean ◽

Frances Edwards

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Literature Review ◽

Student Satisfaction ◽

Student Performance ◽

Flipped Classroom ◽

Tertiary Education ◽

Nurse Education ◽

Performance Outcomes ◽

The Impact

Flipped classroom pedagogy is increasingly seen to be useful in the tertiary education sector and has recently been more frequently offered in nursing education. This literature review aims to critically examine empirical published work which reports of the impact of flipped classroom pedagogies on nursing students’ learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach this stress can be reduced.

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The Effectiveness of Using a Mobile Messenger as an Educational Supporting Tool among Nursing Students

Asian Journal of Medicine and Biomedicine ◽

10.37231/ajmb.2020.4.1.333 ◽

2020 ◽

Vol 4 (1) ◽

pp. 67-77

Author(s):

Rohimah Ismail ◽

Chong Mei Chan ◽

Wan Muhammad Azly W. Zulkafli ◽

Hasnah Zani ◽

Zainab Mohd Shafie

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Clinical Decision Making ◽

Intervention Group ◽

Great Influence ◽

Control Group ◽

P Value ◽

Significant Difference ◽

Supporting Tool ◽

Nursing College

The evolution of information technology has exerted great influence on nursing education via new pedagogy of knowledge delivery without time and place restriction. Mobile technology revolutionises nursing education and clinical practice via empowering skills of critical thinking and clinical decision-making through learning. The aim of this study is to evaluate the effectiveness of using mobile messenger (Whatsapp) as an educational supporting tool among nursing students. The study design used is a Cluster Randomized Control Trail. Two nursing colleges were selected. Sample size was 93 participants, 48 from the Kuala Terengganu Nursing College Kuala Terengganu as the intervention group while the control group were recruited among 45 participants from UniSZA Nursing College. There is a significant difference in the level of knowledge between pre and posttest among intervention group (mean difference was -8.70 with a standard deviation 8.42, p-value< 0.001) and 93.8 percent of the respondents perceived the usefulness of using WhatsApp mobile messenger to enhance learning. This demonstrates that learning through mobile messenger (WhatsApp) enhances learning and is well received as a new method of learning by almost all students. Keywords: Mobile learning, WhatsApp messenger, Social Interaction

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Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽

10.1186/s12912-021-00601-7 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Carmen Wing Han Chan ◽

Fiona Wing Ki Tang ◽

Ka Ming Chow ◽

Cho Lee Wong

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Active Learning ◽

Flipped Classroom ◽

Learning Strategy ◽

Interactive Learning ◽

Metacognitive Awareness ◽

University Education ◽

Strong Impact ◽

Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

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Biofeedback Intervention for Stress and Anxiety among Nursing Students: A Randomized Controlled Trial

ISRN Nursing ◽

10.5402/2012/827972 ◽

2012 ◽

Vol 2012 ◽

pp. 1-5 ◽

Cited By ~ 30

Author(s):

Paul Ratanasiripong ◽

Nop Ratanasiripong ◽

Duangrat Kathalae

Keyword(s):

Nursing Students ◽

Stress Level ◽

Clinical Training ◽

Intervention Program ◽

Controlled Trial ◽

Controlled Study ◽

Control Group ◽

Moderate Increase ◽

Randomized Controlled ◽

The Impact

Purpose. It has been well documented that nursing students across the world experience stress and anxiety throughout their education and training. The purpose of this randomized controlled study is to investigate the impact of biofeedback intervention program on nursing students' levels of stress and anxiety during their first clinical training. Methods. Participants consisted of 60 second-year baccalaureate nursing students. The 30 participants in the biofeedback group received training on how to use the biofeedback device to assist in stress and anxiety management for 5 weeks while the 30 in the control group did not receive any training. Findings. Results indicated that the biofeedback group was able to maintain the stress level while the control group had a significant increase in the stress level over the 5-week period of clinical training. Additionally, the biofeedback group had a significant reduction in anxiety, while the control group had a moderate increase in anxiety. Conclusions. The better the nursing students can manage their stress and anxiety, the more successful they can be in their clinical training. Ultimately, the more psychologically healthy the nursing students are, the more likely they will flourish and graduate to become productive and contributing members of the nursing profession.

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The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

Research and Practice in Technology Enhanced Learning ◽

10.1186/s41039-021-00165-9 ◽

2021 ◽

Vol 16 (1) ◽

Author(s):

Laleh Khojasteh ◽

Seyyed Ali Hosseini ◽

Elham Nasiri

Keyword(s):

Medical Students ◽

Academic Writing ◽

Flipped Classroom ◽

Second Language Learners ◽

Control Group ◽

Mediated Learning ◽

Writing Classes ◽

Writing Group ◽

The Impact ◽

Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

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Learning Outcomes in a Simulation Game for Associate Degree Nursing Students

Health Education Monographs ◽

10.1177/10901981770050s104 ◽

1977 ◽

Vol 5 (1_suppl) ◽

pp. 18-27 ◽

Cited By ~ 1

Author(s):

Carolyn Chambers Clark

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Learning Outcomes ◽

Associate Degree Nursing ◽

Associate Degree ◽

Psychiatric Patients ◽

Simulation Game ◽

Control Group ◽

Associate Degree Nursing Students ◽

Simulation Games

Learning outcomes of a simulation game designed to have one-to-one correspondence between behavioral objectives and game plays is reported The behavioral objectives were core concepts in psychiatric mental health nursing taught to associate degree nursing students. Decisions to use the simulation game method grew out of difficulties inherent in the community college nursing program, as well as the need for self-paced, efficient, learner-centered learning and evaluative tools. After the trial and revision of the game, a number of research hypotheses were tested Simulation gaming was found to be an effective mode of learning, and students who acted as teachers for other students learned significantly more than those who were taught. Some of the recommendations for further research were to study varied nursing populations, to add a control group, to test the long-range learning effects of playing the game, to decrease experimenter bias, to study transfer of learning to actual nurse-patient situations and changes in attitudes toward psychiatric patients, and to develop more simulation games for nursing education.

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The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽

10.1186/s12912-021-00769-y ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Walter C. Millanzi ◽

Patricia Z. Herman ◽

Mahamudu R. Hussein

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Intervention Group ◽

Cost Effective ◽

Self Directed Learning ◽

Related Factors ◽

Learning Readiness ◽

Quasi Experimental ◽

Directed Learning ◽

The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

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Nursing, Ethics, and Healthcare Policy

Ethical Issues and Security Monitoring Trends in Global Healthcare ◽

10.4018/978-1-60960-174-4.ch014 ◽

2011 ◽

pp. 200-206

Author(s):

Marilyn Jaffe-Ruiz ◽

Sarah Matulis ◽

Patricia Sayre

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Nursing Shortage ◽

The United States ◽

Healthcare Policy ◽

Nursing Leadership ◽

Economically Disadvantaged Students ◽

Safe Patient Care ◽

International Recruitment ◽

The Impact

This chapter examines and analyzes ethical problems associated with the global nursing shortage, the international recruitment of nurses, and the strategies healthcare systems and governments use to minimize the impact of the nursing shortage within their borders. An argument is made that a more appropriate solution to the U.S. nursing shortage is not to pull from already burdened systems, but rather to recruit and provide financial aid to potential nursing students, especially underrepresented and economically disadvantaged students, from within the United States. Implications for migration, education, and healthcare policy are explored. Resulting challenges for nursing leadership and demands on nursing education are addressed, as well as approaches for addressing the issues of providing safe patient care, a satisfying work environment, and professional development.

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