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In this study, it was aimed to determine the effect of the Flipped Classroom Teaching Method on the academic achievement and skill learning levels of nursing students in nursing skills education.
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Due to the rapid changes in science and technology, the increase in the number of students in higher education and the decrease in resources, the fact that students are in the Y and Z generation, who know the use of technology well, have advanced thinking and a rapid knowledge acquisition process, they are different from traditional teaching methods due to the Covid 19 pandemic. The use of teaching methods has become more important. In nursing education, the curriculum should support high-level learning, encourage active learning, education should be student-centered, and students should take responsibility for learning.
The traditional classroom model learning approaches, in which the student is a passive participant and under the control of the teacher, have been changing recently with the effect of new educational technologies, learner characteristics and learning expectations, and methods in which students are more active are needed. This change reveals structuring in the direction of the use of out-of-class time. One of these embodiments is the flipped classroom model. Presenting in-class activities to students outside the classroom in flipped classrooms is defined as bringing homework and activities that are expected to be done outside the classroom in the traditional structure. In the flipped learning model, the student reaches the basic level of knowledge outside the classroom, and spends the classroom time with high-level skills such as discussion, practice and problem solving.
In this study, it was aimed to determine the effect of the Flipped Classroom Teaching Method on the success of the students and the level of skill learning in skill education, which has an important place in nursing education. With the Flipped learning method, it is aimed to raise individuals who are student-centered, who research and question what has been learned, learn by doing and experiencing, and internalize and make sense of the information they have learned.
Although the studies showing the results of the teaching practice related to flipped learning in the literature are generally positive, they cannot provide definite data in terms of its effect on student success. In addition, there is a limited number of studies on nursing skills teaching related to the Flipped Learning method. In our country, there is no teaching example related to flipped learning in nursing education. However, the requirements and conditions include investigating the application and use of new models such as flipped learning; It was decided to carry out this research because it requires the collection of data on whether the application of this learning method is appropriate in nursing education at the universal and national level, especially in nursing skills training.
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102 participants in 2 patient groups
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Nesrin OĞURLU, PhD Student
Data sourced from clinicaltrials.gov
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