scholarly journals Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

2015 ◽  
Vol 5 (10) ◽  
Author(s):  
Thomas R. Mikkelsen
Keyword(s):  
Nursing Students ◽  
Flipped Classroom ◽  
Anatomy And Physiology ◽  
And Behavior

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

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Mickaël Antoine Joseph ◽  
Erna Judith Roach ◽  
Jansirani Natarajan ◽  
Suja Karkada ◽  
Arcalyd Rose Ramos Cayaban
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Respiratory System ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Control Group ◽  
Final Examination ◽  
Traditional Lecture ◽  
Anatomy And Physiology ◽  
The Impact

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.

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

BMC Nursing ◽  
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.

Introducing a flipped classroom in a pharmacology course

2021 ◽  
Vol 30 (5) ◽  
pp. 296-300
Author(s):  
Sehrish Sajjad ◽  
Ambreen Gowani
Keyword(s):  
Nursing Students ◽  
Test Scores ◽  
Flipped Classroom ◽  
Retrospective Chart Review ◽  
Continuous Assessment ◽  
Assessment Scores ◽  
School Of Nursing ◽  
The Difference ◽  
Traditional Pedagogy ◽  
Pharmacology Knowledge

Background: Flipped classroom pedagogy has been shown to improve nursing students' academic performance. Aim: The study aimed to determine the effect of a flipped classroom approach on students' pharmacology assessment scores in a school of nursing in Karachi, Pakistan. Methods: A retrospective chart review was performed. The pharmacology test scores of the BSc nursing cohort of 2020, when flipped classroom pedagogy was used, was compared with those of the BSc nursing cohort of 2019, where traditional pedagogy was employed. Students' summative evaluation for the course and their verbal feedback were analysed. Results: The median continuous assessment test score of the 2019 cohort was 35 (interquartile range (IQR) 32–38), while that of the 2020 cohort was 38 (IQR 35–41). The difference in the score was statistically significant (P<0.001). Conclusion: The study gives an insight into a relatively novel pedagogy that was found to improve pharmacology knowledge test scores among nursing students.

scholarly journals Introductory anatomy and physiology in an undergraduate nursing curriculum

2017 ◽  
Vol 41 (1) ◽  
pp. 56-61 ◽  
Author(s):  
S.J. Brown ◽  
S. White ◽  
N. Power
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Human Anatomy ◽  
High Achievers ◽  
First Year ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Undergraduate Nursing ◽  
Human Anatomy And Physiology ◽  
High Achieving

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 ( n = 105) and one that graduated in 2015 ( n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being “high achievers” (HIGH) and “low achievers” (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance.

scholarly journals Persepsi dan Perilaku Mahasiswa Keperawatan tentang Integritas Akademik

2012 ◽  
Vol 1 (3) ◽  
pp. 200
Author(s):  
Lisa Musharyanti ◽  
Gandes Retno Rahayu ◽  
Yayi Suryo Prabandari
Keyword(s):  
Nursing Students ◽  
Academic Integrity ◽  
Random Sampling ◽  
Deviant Behavior ◽  
Clinical Skills ◽  
Academic Misconduct ◽  
Nursing School ◽  
Professional Behavior ◽  
The Subject ◽  
And Behavior

Background: Besides knowledge and clinical skills, nursing students should have professional behavior as an essential component of competences as a side of knowledge and clinical skills. One aspect of professionalism is academic integrity. Lecturer should know about students’ perception of academic integrity and behavior, to make a good way to detect and prevent the deviant behavior. The objective of this study is to describe nursing students’ perception and behavior on academic integrity.Method: Survey was conducted in a nursing school in Yogyakarta. The subject were 230 nursing students who were taken by proportionate stratified random sampling. The data were analyzed with descriptive analysis.Results: There were many deviant or unacceptable behaviors which were not considered as an academic misconduct (by 5.2%-61.3% students). Peer students’ percentage who had done an academic misconduct with 10 of the highest percentage was 50%-82.2% and the behavior ever done by students was 28.7%-68.7%. The intention to do the behavior in the future was 3-38.7%.Conclusion: Perceptions of nursing students on academic integrity varied widely. Many of the actual behaviors were not considered as academic misconduct. Nursing students had different opinions about the behavior that violated academic integrity. Students’ perceptions about the behavior and the behavior of a peer friend were in accordance with the students’ own behavior. Therefore, there is a need for a shared perception between institutions and students about behaviors that violate academic integrity.

Enhancing nursing students’ skills in vital signs assessment by using multimedia computer-assisted learning with integrated content of anatomy and physiology

2009 ◽  
Vol 29 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Chularuk Kaveevivitchai ◽  
Benchaporn Chuengkriankrai ◽  
Yuwadee Luecha ◽  
Rujires Thanooruk ◽  
Bhinyo Panijpan ◽  
...  
Keyword(s):  
Nursing Students ◽  
Vital Signs ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Anatomy And Physiology

scholarly journals SELF-PRODUCED VIDEOS IN A FLIPPED CLASSROOM FOR ENGINEERING STUDENTS AND NURSING STUDENTS

2021 ◽  
pp. 223-236
Author(s):  
Joar Sande ◽  
◽  
Ingvild Leite ◽  
Lars Kyte ◽  
◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Engineering Students ◽  
The Other ◽  
Student Groups ◽  
Traditional Lectures ◽  
Course Material ◽  
Good Learning

The study investigates the differences in nursing and engineering students’ perceptions of videos made by the teachers as part of a flipped classroom, and whether these videos contribute to a good learning environment. The sample consists of 21 engineering students, 17 nursing students and 17 pre-engineering students. Overall, all three student groups are satisfied with the quality of the videos. The nursing students watched videos more before the learning sessions than the other two groups. All students think videos produced with simple tools are technically satisfactory and make it easier for the students to understand the material, which leads to increased learning outcomes. They express that videos are more motivating, and that they learn more from watching a video than reading course material. Nursing students expressed a higher degree of agreement with replacing traditional lectures in other subjects with videos. All student groups think the learning environment has been good.The results indicate a connection between the learning environment being good and the videos working satisfactorily.

scholarly journals Nursing students' experiences as dementia partners in volunteer activities: An inductive content analysis

2020 ◽  
Vol 26 (2) ◽  
pp. 146-156
Author(s):  
Dooree Kim ◽  
Yunhee Park
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Policy Support ◽  
Practical Nursing ◽  
Elderly Persons ◽  
Geriatric Nursing ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
One Year ◽  
And Behavior

Purpose: The purpose of this study was to investigate the experience of nursing students who volunteered as dementia partners for elderly persons with dementia.Methods: This qualitative study utilized focus group interviews to investigate the experiences of 20 nursing students who performed dementia partner activities for more than one year. Data were analysed using an inductive content analysis approach based on Elo & Kyngäs.Results: The analysis yielded the following four major themes: “becoming a dementia expert,” “becoming an evangelist for prevention of dementia,” “overcoming prejudices against aged with dementia,” and “acquiring motivation and skills of geriatric nursing” That means the experience as a dementia partner serves as an opportunity to broaden human understanding and shows its potential as a means to complement the effectiveness of practical nursing education.Conclusion: Dementia partner experiences have changed the perception, attitude and behavior of nursing students about the aged with dementia, so there is a need to extend this kind of experience to other students in nursing. Moreover, educational policy support should be continuously provided for this purpose.

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