The effect of simulation education based on flipped learning on academic engagement, motivation, and performance of nursing students: A quasi-experimental study

Document Type : Original Article

Authors

1 Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran

2 Social Determinants of Health Research Center, Aligoudarz School of Nursing, University of Medical Sciences, Khorramabad, Iran

3 Cardiovascular Research Center, Shahid Rahimi Hospital, School of Health and Nutrition, Lorestan University of Medical Sciences, Khorramabad, Iran

4 Master of Medical Surgical Nursing Graduate, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran

Abstract

Background: Simulation education based on flipped learning allows millennial students to adopt a self-directed learning style. This study aimed to determine the effect of simulation education based on flipped learning on academic performance, motivation in learning, and academic engagement of first-year undergraduate nursing students.
Method: This study was conducted with semi-experimental design. 40 undergraduate nursing students at Lorestan University of Medical Sciences was selected by whole enumeration. Teaching was provided conventionally for the control group (n =18) while simulation education based on flipped learning was done for the intervention group (n = 22). The academic performance of the participants was measured using the observation checklists, also they completed the academic engagement scale and the Instructional Materials Motivation Scale at two points. Data were analyzed using t-test, paired t-test, chi-square, and ANCOVA.
Results: There was no significant statistical difference between the two groups after the intervention in the mean of the performance (F=2.49, P<0.09), motivation in learning (F=0.75, P<0.48) and academic engagement of nursing students (F=1.1, P>0/34).
Conclusions: Using the simulation teaching approach based on flipped learning can be an alternative teaching strategy for conventional simulation teaching. However, more research is needed on this educational approach to be considered a preferred approach.

Keywords

Main Subjects

References

  1. Lillekroken D. Nursing students’ perceptions towards being taught the fundamentals of care by clinical nurses within a simulated learning environment: A qualitative study. Nurse Educ Pract. 2019; 36:76-81. doi: 10.1016/j.nepr.2019.03.010
  2. Cho MK, Kim MY. Outcomes and influential factors applying flipped learning methods in a clinical adult nursing practicum. Int J Nurs Pract. 2019; 25(2):e12724.
  3. Gu M, Sok S. Factors Affecting the academic achievement of nursing college students in a flipped learning simulation practice. Int J Environ Res Public Health. 2021; 18(11):5970.
  4. Dong C, Szarek JL, Reed T. The flipped classroom and simulation: A primer for simulation educators. Med Sci Educ. 2020; 30(4):1627-32.
  5. Strygacz I, Sthub A. Combining simulation-based training and flipped classroom in project management learning. Higher Education Studies. 2018; 8(3):85-93.
  6. Riley B. Using the flipped classroom with simulation-based medical education to engage millennial osteopathic medical students. J Am Osteopath Assoc. 2018; 118(10):673-8.
  7. Holm LB, Rognes A, Dahl FA. The flipped step study: A randomized controlled trial of flipped vs. traditional classroom teaching in a university-level statistics and epidemiology course.Int J Educ Res Open. 2022; 3:100197.
  8. Busebaia TJA, John B. Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. Res Pract Technol Enhanc Learn. 2020; 15(1):1-16.
  9. Saied H. The impact of simulation on pediatric nursing students' knowledge, self-efficacy, satisfaction, and confidence. J Educ and Practice. 2017; 8(11):95-102.
  10. Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ. 2017; 51(6):585-97.
  11. Kim H, Jang Y. Flipped learning with simulation in undergraduate nursing education. J Nurs Educ. 2017; 56(6):329-36.  
  12. Lillekroken D. Nursing students’ perceptions towards being taught the fundamentals of care by clinical nurses within a simulated learning environment: A qualitative study. Nurse Educ Pract. 2019; 36:76-81. doi: 10.1016/j.nepr.2019.03.010
  13. Gemuhay HM, Kalolo A, Mirisho R, Chipwaza B, Nyangena E. Factors affecting performance in clinical practice among preservice diploma nursing students in Northern Tanzania. Nurs Res Pract.2019; 2019(7). .
  14. Ware KSH, Benson AD. Student and faculty experiences in the flipped learning environment in undergraduate nursing. Nurs Educ Perspect. 2019; 40(2):79-83.
  15. Dehghanzadeh S, Jafaraghaee F. Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: A quasi-experimental study. Nurse Educ Today. 2018; 71:151-6.
  16. Yacout D, Shosha A. Nursing students’ perceptions towards flipped classroom educational strategy. J Am Sic. 2016; 12(2):62-75.
  17. Martínez-Jiménez R, Ruiz-Jiménez MC. Improving students’ satisfaction and learning performance using flipped classroom. INT J MANAG educ. 2020; 18(3):100422.
  18. Fan J-Y, Tseng Y-J, Chao L-F, Chen S-L, Jane S-W. Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study. BMC Med Educ. 2020;20(1):1-11.
  19. Wilson KE, Hobbs JR. Innovative use of a flipped-classroom approach to teach fundamental nursing skills. Teach Learn Nurs.000 (2022):1-4.
  20. Huang B, Hew K. Measuring learners’ motivation level in massive open online courses. Int J Inf Educ Technol. 2016.
  21. Gholami M, Changaee F, Karami K, Shahsavaripour Z, Veiskaramian A, Birjandi M. Effects of multiepisode case-based learning (C.B.L.) on problem-solving ability and learning motivation of nursing students in an emergency care course. J Prof Nurs. 2021; 37(3):612-9.
  22. Reeve J, Tseng C-M. Agency as a fourth aspect of students’ engagement during learning activities. Contemp Educ Psychol. 2011; 36(4):257-67.
  23. Hajializadeh K. Rafiepoor A. Samavi SA. Evaluation of the psychometric properties of the academic engagement questionnaire among high school students. Quarterly of Educational Measurement, Allameh Tabataba’i University. 6(24):2016: 83-102.
  24. Beiranvand Sh, Hossein Abadi R, Ghasemi F, Anbari K. An Assessment of Nursing and midwifery Students viewpoint, performance and feedback with an Objective Structured Clinical Examination (OSCE). J.N.E. 2017; 6(1):63-70.
  25. Gillette C, Rudolph M, Kimble C, Rockich-Winston N, Smith L, Broedel-Zaugg K. A meta-analysis of outcomes comparing flipped classroom and lecture. Am J Pharm Educ. 2018; 82(5).
  26. Sezer TA, Esenay FI. Impact of flipped classroom approach on undergraduate nursing student's critical thinking skills. J Prof Nurs. 2022; 42:201-8. doi: 10.1016/j.profnurs.2022.07.002.
  27. Khodaei S, Hasanvand S, Gholami M, Mokhayeri Y, Amini M. Flipped classroom improves nursing students' theoretical learning in China: a meta-analysis. The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic. B.M.C. nurs. 2022; 21(1):1-10.
  28. Bond M. Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Comput Educ. 2020; 151:103819.
  29. Chien C-F, Hsieh L-HC. Exploring university students' achievement, motivation, and receptivity of flipped learning in an engineering mathematics course. IJOPCD. 2018; 8(4):22-37.
  30. Lo CK, Hew KF. Using “first principles of instruction” to design secondary school mathematics flipped classroom: The findings of two exploratory studies. J Educ Techno Soc. 2017; 20(1):222-36.
  31. Ghazizadeh Hashemi AH, Jasim Alsadaji A, Jasim Mohammed Z, Saeidi M. The effect of flipped classroom on student learning outcomes: An overview. Med Edu Bul. 2022; 3(2):425-34.
  32. Zainuddin Z, Haruna H, Li X, Zhang Y, Chu SKW. A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends? On the Horizon.27(2) 2019. doi:10.1108/OTH-09-2018-0027
  33. Oudbier J, Spaai G, Timmermans K, Boerboom T. Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review. B.M.C. Med Educ. 2022; 22(1):1-15.
  34. Subramaniam SR, Muniandy B. The effect of flipped classroom on students’ engagement. Technology, Knowledge and Learning. 2019; 24(3):355-72.doi: 10.1371/journal.pone.0267096. 
  35. Elmaadaway M.A.N. The effects of a flipped classroom approach on class engagement and skill performance in a blackboard course. Br J Educ Technol. 2018; 49(3):479-91.
Future of Medical Education Journal
Volume 13, Issue 4
December 2023
Pages 36-43

Files

Share

How to cite

Statistics