Effects of the Flipped Classroom Approach on the Psychiatric Nursing Practicum Course

Abstract

Purpose: In this study effects of a flipped learning-based psychiatric nursing practicum were evaluated for appropriate-ness with undergraduate nursing students who are digital natives and tech-savvy millennial students. Methods: For this retrospective comparative study data from 146 undergraduate students (flipped learning group n=70, traditional learning group n=76) were evaluated for academic performance and life core competencies. Results: There was no significant difference between the flipped and traditional learning groups in prior homogeneity tests. The academic per-formance of the flipped learning group was higher than the control group in all aspects, except for practical quiz scores. The flipped leaning group had significantly higher self-assessment scores for academic performance (t=2.77, p=.006) and therapeutic communication simulation scores (t=3.18, p=.002). In addition, they showed a significant increase in core life competencies after participating in the flipped-learning practicum (t=-8.56, p<.001). They showed significant increases in all subdomains except Identity-value [Socialization (t=-5.13, p<.001), Responsibility-practice (t=-3.52, p=.001), Problem-solving (t=-2.67, p=.010), Knowledge-construction (t=-2.48, p=.016), and Information-management (t=-5.54, p<.001)]. Nursing students in the flipped learning-based clinical practicum showed significant improvement in performance and life core competencies. Conclusion: These results suggest that as a student-centered pedagogy, flipped learning is an effective strategy for improving academic performance and core competencies.