J Korean Acad Soc Nurs Educ.  2020 Feb;26(1):25-35. 10.5977/jkasne.2020.26.1.25.

Effects of Flipped Learning on the Critical Thinking Disposition, Academic Achievement and Academic Self-efficacy of Nursing Students: A Mixed Methods Study

Affiliations
  • 1Department of Nursing, Chunnam Techno University
  • 2Department of Nursing, Chosun University

Abstract

Purpose
The purpose of this study was to investigate the effects of lessons based on flipped on nursing students' critical thinking disposition, academic achievement, and academic self-efficacy. Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis. Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self-efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived. Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students' critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.

Keyword

Learning; Thinking; Achievement; Self-efficacy; Nursing students; 플립러닝; 비판적 사고성향; 학업성취도; 학업적 자기효능감; 간호대학생
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