Effects of Flipped Learning with a Team Project in Nursing Undergraduates

Abstract

This study was conducted to investigate the effects of the teacher-centered class (TCC) and flipped-learning class with online team project-based learning (TPBL-FLC) in the Practice of Health Assessment (PHA) class on academic self-efficacy, critical thinking disposition, and problem-solving ability in nursing undergraduates. The subjects in this study were 28 nursing students in Year 2 at a university, and a single-group crossover design was applied, with the students receiving the TCC, followed by the washout period during the mid-term, and the TPBL-FLC. Data were collected before each treatment, while the collected data were analyzed using the SPSS WIN 23.0. The results showed that compared to TCC, a significantly higher level of problem-solving ability (t=-2.39, p=.024) was found after TPBL-FLC. A significantly higher score was found after TPBL-FLC in self-controlled efficacy in academic self-efficacy (t=-2.28, p=.031) and systematicity in critical thinking disposition (t=-3.52, p=.002). Based on these research results, it is proposed to appropriately apply TPBL-FLC, a key aspect of nursing competency, to face-to-face and non-face-to-face classes.