Comparison of the Effect of Teaching the Nursing Process Using the Two Methods of Flipped Class and Conceptual Map with Flipped Class on Self-Regulation Learning Strategies and Satisfaction of Nursing Students
Background and purpose: The nursing process is a framework in which nurses determine the abilities and problems of patients and develop methods for evaluating and planning nursing care programs. One of the challenges of nursing education is the use of methods to promote learning and creative thinkin...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Mazandaran University of Medical Sciences
2023-12-01
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| Series: | Journal of Mazandaran University of Medical Sciences |
| Subjects: | |
| Online Access: | http://jmums.mazums.ac.ir/article-1-20225-en.pdf |
| Summary: | Background and purpose: The nursing process is a framework in which nurses determine the abilities and problems of patients and develop methods for evaluating and planning nursing care programs. One of the challenges of nursing education is the use of methods to promote learning and creative thinking skills in learners. Therefore, this study was compiled to compare two methods of flipped classroom and conceptual map and flipped classroom and traditional method for the topic of nursing process on the variables of self-regulation learning strategies and satisfaction of nursing students.
Materials and methods: This is an interventional study. The statistical population includes all nursing students of the first semester of Mehr (teaching using traditional and flipped classroom methods) and Bahman (teaching using flipped classroom method and conceptual map) of the year 2022 of Nasibah Sari School of Nursing and Midwifery. The study tool was a two-part questionnaire (demographic information, and learning strategies questionnaire). Visual Analog Scale (VAS: Visual Analog Scale) teaching method was used to check the level of students' satisfaction. In this study, the topic of the nursing process was selected from the nursing principles and skills course, the self-regulated learning strategies questionnaire was completed by the students once before and 4 weeks after teaching. Data entry and analysis were done using SPSS version 24 software.
Results: There was no significant difference between students' satisfaction with the flipped classroom teaching method and the traditional method (8.54±1.38) with the flipped classroom teaching method and conceptual map (7.98±1.84) (P=0.124). The t-test showed that there was no significant difference in the average of self-regulated learning strategies after implementing the two teaching methods (P=0.258). The paired t-test showed that the comparison before and after the mean of self-regulation learning strategies in the flipped class group and the traditional method showed a significant difference (P=0.013).
Conclusion: The findings showed that despite the lack of statistical difference, students' satisfaction with the flipped classroom teaching method and the traditional method was higher. The average of self-regulation learning strategies in the flipped classroom and traditional method group was higher than the flipped classroom and conceptual map method group, and the previous comparison and then the mean of self-regulation learning strategies in the flipped class group and the traditional method showed a significant difference. It is suggested to conduct research with a larger sample size and in higher semesters |
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| ISSN: | 1735-9260 1735-9279 |