Effects of flipped-learning teaching-learning model for the competencies enhancement on fundamental nursing practice

Abstract

The purpose of this study is to analyze the effect of applying a flipped-learning class designed for the purpose of strengthening major competency through basic nursing practice education for nursing students. The study was designed as a single-group pre-post-mortem study. A total of 36 subjects were studied, and online and offline hybrid-type classes were offered from October 5 through November 13, 2020, with a flipped-learning class model that applied the 'PRTER' model modified to fit the practice model to strengthen basic nursing practice competency. In order to confirm the effect of the study, self-directed learning ability, critical thinking tendency, and core nursing skills performance ability (transfusion nursing, tracheostomy tube management) were checked before and after the experiment. The collected data were analyzed using the SPSS Win version 26.0 program to analyze the general characteristics and dependent variables with descriptive statistics such as frequency and percentage and paired t-test. As a result of the study, self-directed learning ability (p<.05), critical thinking dispositions (p<.01), and core basic nursing skills performance (p<.001) were significantly improved. The results of this study are meaningful because the flipped-learning teaching and learning model was introduced to the unstable class environment caused by COVID-19, thereby engaging learners as active participants in education, and strengthening their practical competency.