Article: Innovative use of a flipped-classroom approach to teach fundamental nursing skills.
2022 Volume 18, Issue 1, Page(s) 144–147
Abstract: Prelicensure nursing students are required to master fundamental nursing skills. The COVID-19 pandemic created challenges in maintaining excellence while teaching skill acquisition. The purpose of this study was to evaluate skill validation scores and ... ...
Abstract | Prelicensure nursing students are required to master fundamental nursing skills. The COVID-19 pandemic created challenges in maintaining excellence while teaching skill acquisition. The purpose of this study was to evaluate skill validation scores and student satisfaction and self-confidence using a flipped classroom approach and a low-fidelity simulation model to innovatively teach skill acquisition. Researchers used a quasi-experimental method to compare skill validation scores of a control group and intervention group using independent samples t-test. Researchers also evaluated whether prelicensure nursing students had satisfaction and self-confidence with this teaching strategy. Findings suggested that skills validations scores were no different using a flipped-classroom approach than in-person instruction. Prelicensure nursing students were satisfied and self-confident following the implementation of this teaching strategy. This teaching strategy has the potential to decrease in-person clinical practice time, provide alternative opportunities for clinical make-up and remediation, and decrease cost. |
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Language | English |
Publishing date | 2022-09-15 |
Publishing country | United States |
Document type | Journal Article |
ZDB-ID | 2424501-X |
ISSN | 1557-3087 ; 1557-2013 |
ISSN (online) | 1557-3087 |
ISSN | 1557-2013 |
DOI | 10.1016/j.teln.2022.08.002 |
Database | MEDical Literature Analysis and Retrieval System OnLINE |
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