| Titre : | The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial (2023) |
| Auteurs : | Sule Biyik Bayram ; Emel Gülnar ; Hüsna Özveren ; Nurcan Çaliskan |
| Type de document : | Article |
| Dans : | Nurse Education in Practice (Vol. 67, February 2023) |
| Article en page(s) : | 103557 |
| Note générale : | https://doi.org/10.1016/j.nepr.2023.103557 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Auto-apprentissage ; Classe inversée ; Élève infirmier ; Essai contrôlé randomisé ; Institut de formation en soins infirmiers ; Pression artérielle |
| Mots-clés: | Élève de premier cycle |
| Résumé : | Aim This study investigated the effect of flipped learning on first-year nursing students? blood pressure knowledge levels and self-directed learning skills. Background Flipped learning is an innovative approach that helps nursing students learn about blood pressure and how to measure how to measure blood pressure accurately. Flipped learning also promotes active and student-centered learning settings and encourages nursing students to develop self-directed skills. Design This study adopted a pretest-posttest open-label randomized controlled trial. Method The sample consisted of 94 first-year nursing students randomized into experimental (n = 48) and control groups (n = 46). The experimental group participants were trained using the flipped learning model. Data were collected using a personal information form, the Blood Pressure Knowledge Test (BPKT) and the Self-Directed Learning Skills Scale (SDLSS). Results There was no significant difference in pretest BPKT scores between the experimental and control groups. However, there was a significant difference in posttest BPKT scores between the experimental and control groups (p = 0.011). Moreover, there was a significant difference between the experimental group's mean pretest, posttest and follow-up SDLSS scores (p = 0.009). Conclusion The experimental group had a significantly higher mean posttest BPKT score than the pretest score. They had significantly higher mean posttest SDLSS total and ?self-monitoring,? ?motivation,? and ?self-confidence? subscale scores than the pretest score. |
| Disponible en ligne : | Oui |
| En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595323000197 |
Bibliothèques HE Vinci
