Effect of Health Education Classes Applying Flipped Learning

Abstract

Objectives The purpose of this study is to provide basic data for nursing education by identifying the effects of health education classes applied with flipped learning on learning motivation, learning-related self-direction, self-efficacy, critical thinking disposition, problem-solving ability, and learning satisfaction of nursing students. Methods The study design is a one group pre-post design, and 151 sophomore nursing students who took health education courses at one university were selected from September 1st to December 6th, 2022. Data collection was conducted during the course of the class. For data analysis, descriptive statistics, paired t-test, Pearson's correlation, and stepwise regression were performed using the SPSS Statistics 22.0 program. Results As a result, learning motivation (t=-3.40, p<.001), learning-related self-direction (t=-2.84, p<.005), self-efficacy (t=-2.98, p<.003) and learning satisfaction ( t=-3.08, p<.002) was significantly higher than the level before flipped learning, and problem-solving ability (t=-1.23, p=.218) and critical thinking disposition (t=-0.86, p=.390) had no significant difference. In addition, the factor influencing learning satisfaction was learning motiva-tion, and their explanatory power was 40.0% (F=100.95, p<.001). Conclusions Through this study, it was confirmed that the health education class applying the flipped learning method is an effective teaching-learning method. A specific strategy for applying teaching and learning methods is required to increase learning satisfaction and strengthen learning competency for nursing students.