6th World Nursing and Healthcare Conference
National Taipei University of Nursing and Health Sciences, Taiwan
Title: The effects of flipped classroom teaching strategies on self-directed learning in Pediatric Nursing course
Biography: Su-Fen Cheng
Background: The flipped classroom (FC) teaching strategy has been used in recent year. Literature showed that FC can help students to improve their self-directed learning (SDL). However, little is known about the application of FC to nursing education. Objectives: The objectives of the study are to implement FC in a Pediatric Nursing course and to evaluate its effects on SDL. Method: A quasi experimental research design with the intervention of the FC teaching strategy was used. A total of 94 RN to BSN students were asked to participate this study. Forty seven students took the Pediatric Nursing, and the other 47 students took non-Pediatric Nursing course. The data was collected before and after the implementation of the FC. Cheng, Kuo, Turton & Lee-Hsieh (2010) Self-Directed Learning Instrument (SDLI) was used to measure students' learning outcomes. Results: Students who took Pediatric Nursing course with FC teaching strategy had a significant higher score on SDL than students who did not take Pediatric Nursing course. The FC teaching strategy increased students learning motivation, planning and implementation, and interpersonal communication significantly. The students who used FC stated that the FC teaching strategy can improve their clinical reasoning (100%) and problem solving ability (98%). The mean satisfaction score of teaching was 9.18 (SD= .78), the mean satisfaction score of FC was 8.98 (SD= .96). Conclusion: The FC teaching strategy can improve students’ SDL, help students engage in teamwork. The authors suggested to implement FC teaching strategy to RN to BSN students.