Abstract
BackgroundAlthough the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The purpose of this study was to describe students’ perspectives of scaffolding in the Flipped Classroom of the Fundamental Nursing Practice Course (FNPC-FC).MethodsThirty-four undergraduates were recruited and separated into four groups in the study. The data was collected through semi-structured focus group interviews. Thematic analysis was conducted to analyze the data in order to determine the themes in the interview transcriptions.ResultsThe research revealed two primary themes with associated sub-themes: 1) challenging learning experience, and 2) teacher-student interaction.ConclusionsStudents will confront substantial challenges as scaffolding strategies are implemented in the flipped classroom. On the other hand, scaffolding in the flipped classroom can successfully train students to be self-directed learners and equip them with nursing skills when students are given appropriate support.
Highlights
The benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change
This study aims to comprehend students’ subjective experiences with scaffolding in flipped classrooms, which has been overlooked in prior research
F refers to Focus group, and P refers to the Participant
Summary
The benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The flipped classroom differs from the traditional lecture-based paradigm in that learners study instructional information prior to class and encourage advanced understanding of the content during inclass time. Nursing education is constantly encouraged to foster innovative teaching and learning processes to make students more professional and possess the construction of their nursing knowledge and skills, which will help to improve health practices and fulfill the requirements of the public [4]. This goal encourages nursing education to keep pace with the internet development. Its application and favorable student outcomes in nursing have been documented in the past
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