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Titre : | Flipped versus traditional classroom and student achievement and cognitive engagement in an associate degree nursing fundamental course (2023) |
Auteurs : | Emily Ka Lai Ng |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 68, March 2023) |
Article en page(s) : | 103567 |
Note générale : | https://doi.org/10.1016/j.nepr.2023.103567 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Blended learning ; Elève infirmier ; Enseignement infirmier ; Réussite universitaire |
Mots-clés: | Engagement des étudiants |
Résumé : | Background There is a call for instructional transformation in nursing education to include an innovative approach. This study aimed to investigate the effects of the flipped classroom method on student achievement and engagement in an associate degree nursing course. This study investigated associate degree nursing studies students? achievement and cognitive engagement under traditional learning (n = 141) and flipped learning (n = 130). This study was conducted in two first-year cohorts enrolled in their nursing fundamental course, before and during the COVID-19 pandemic respectively at a Hong Kong community college. Method A mixed methods approach was used with quantitative (examination scores) and qualitative (semi-structured focus group interview) measures applied. Results There was a significant increase in final exam scores for the flipped classroom, all p |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S147159532300029X |