scholarly journals An Action Research on Flipped Learning for Fundamental Nursing Practice Courses

2017 ◽  
Vol 24 (4) ◽  
pp. 265-276 ◽  
Author(s):  
Heeyoung Kim ◽  
Yun-Hee Kim
Keyword(s):  
Action Research ◽  
Nursing Practice ◽  
Flipped Learning

Participatory Action Research in clinical nursing practice in a medical ward – challenges and barriers

2016 ◽  
Vol 5 (01) ◽  
pp. 35-49 ◽  
Author(s):  
Mette Kjerholt ◽  
Lis Wagner ◽  
Tove Lindhardt ◽  
Charlotte Delmar ◽  
Jane Clemensen
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Nursing Practice ◽  
Medical Ward ◽  
Participatory Action ◽  
Clinical Nursing

Evaluation of an action research project in ophthalmic nursing practice

2005 ◽  
Vol 52 (4) ◽  
pp. 389-398 ◽  
Author(s):  
Heather Waterman ◽  
Rona Harker ◽  
Heather MacDonald ◽  
Rita McLaughlan ◽  
Christine Waterman
Keyword(s):  
Action Research ◽  
Nursing Practice ◽  
Action Research Project ◽  
Research Project

scholarly journals The Implication of Flipped Learning Model in Tertiary Critical Reading Class

2020 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Yunani Atmanegara ◽  
Rahma Dianti
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Reading Skill ◽  
Learning Model ◽  
Reading Test ◽  
Flipped Learning ◽  
Critical Reading ◽  
Learning Materials ◽  
Environmental Supports

This study investigated the implication of Flipped Learning Model toward tertiary students’ critical reading skill. Classroom action research was carried out to conduct the study. Critical reading test, observation of students’ learning participation outside and inside class, and interview were administered to gather the data. This study used descriptive analysis. Students’ prior critical reading skill was considerably low. They did not have self-initiative to practice their reading skill. After implementing this model for three cycles, progress on their critical reading could be noticed. Flipped Learning Model could trigger students’ learning participation both outside and inside classrooms. Yet, students still needed teacher’s assistance to direct their learning process. Flipped model of instruction encouraged students to be able to analyze and evaluate the texts. However, students still had difficulty in internalizing the information to formulate ideas as creating skill needs more practice to achieve. Appropriate learning materials, students’ awareness, and environmental supports influenced the implication of Flipped Learning Model implementation.

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