A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study
Abstract Background Although the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of e...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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BMC
2021-12-01
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| Series: | BMC Family Practice |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12875-021-01597-4 |
| _version_ | 1828825999229321216 |
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| author | Linghui Chen Ting Lin Siyue Tang |
| author_facet | Linghui Chen Ting Lin Siyue Tang |
| author_sort | Linghui Chen |
| collection | DOAJ |
| description | Abstract Background Although the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The purpose of this study was to describe students’ perspectives of scaffolding in the Flipped Classroom of the Fundamental Nursing Practice Course (FNPC-FC). Methods Thirty-four undergraduates were recruited and separated into four groups in the study. The data was collected through semi-structured focus group interviews. Thematic analysis was conducted to analyze the data in order to determine the themes in the interview transcriptions. Results The research revealed two primary themes with associated sub-themes: 1) challenging learning experience, and 2) teacher-student interaction. Conclusions Students will confront substantial challenges as scaffolding strategies are implemented in the flipped classroom. On the other hand, scaffolding in the flipped classroom can successfully train students to be self-directed learners and equip them with nursing skills when students are given appropriate support. |
| first_indexed | 2024-12-12T14:29:52Z |
| format | Article |
| id | doaj.art-fedb8726d40a43a3b3640d1f7f5aede0 |
| institution | Directory Open Access Journal |
| issn | 1471-2296 |
| language | English |
| last_indexed | 2024-12-12T14:29:52Z |
| publishDate | 2021-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Family Practice |
| spelling | doaj.art-fedb8726d40a43a3b3640d1f7f5aede02022-12-22T00:21:34ZengBMCBMC Family Practice1471-22962021-12-012211810.1186/s12875-021-01597-4A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative studyLinghui Chen0Ting Lin1Siyue Tang2School of Nursing and Health, Nanfang College, GuangzhouSchool of Nursing, Fujian Medical UniversitySchool of Nursing, Fujian Medical UniversityAbstract Background Although the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The purpose of this study was to describe students’ perspectives of scaffolding in the Flipped Classroom of the Fundamental Nursing Practice Course (FNPC-FC). Methods Thirty-four undergraduates were recruited and separated into four groups in the study. The data was collected through semi-structured focus group interviews. Thematic analysis was conducted to analyze the data in order to determine the themes in the interview transcriptions. Results The research revealed two primary themes with associated sub-themes: 1) challenging learning experience, and 2) teacher-student interaction. Conclusions Students will confront substantial challenges as scaffolding strategies are implemented in the flipped classroom. On the other hand, scaffolding in the flipped classroom can successfully train students to be self-directed learners and equip them with nursing skills when students are given appropriate support.https://doi.org/10.1186/s12875-021-01597-4ScaffoldingFlipped classroomNursing undergraduatesPractice courseFocus group |
| spellingShingle | Linghui Chen Ting Lin Siyue Tang A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study BMC Family Practice Scaffolding Flipped classroom Nursing undergraduates Practice course Focus group |
| title | A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study |
| title_full | A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study |
| title_fullStr | A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study |
| title_full_unstemmed | A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study |
| title_short | A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study |
| title_sort | qualitative exploration of nursing undergraduates perceptions towards scaffolding in the flipped classroom of the fundamental nursing practice course a qualitative study |
| topic | Scaffolding Flipped classroom Nursing undergraduates Practice course Focus group |
| url | https://doi.org/10.1186/s12875-021-01597-4 |
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