Mixed teaching methods focused on flipped classroom and digital unfolding case to enhance undergraduate nursing students’ knowledge in nursing process

Bibliographic Data

ID21577397
AuthorsAndrea Aparecida Gonçalves Nes (0000-0003-0684-1401, Lovisenberg Diakonale Høgskole, corresponding author), Jofrid Høybakk (0000-0001-6454-8372, Lovisenberg Diakonale Høgskole), Jaroslav Zlamal (0000-0002-7083-3433, Lovisenberg Diakonale Høgskole), Marianne T Solberg (0000-0002-2828-0759, Lovisenberg Diakonale Høgskole)
Year2021
Volume109
Pages101859
Publication date2021-01-01
Open AccessYes
TypeARTICLE
VenueInternational Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0883-0355 • E-ISSN: 1873-538X
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ijer.2021.101859
OpenAlexW3197016618
LanguageEN
References cited12

Teaching the nursing process to undergraduate nursing students is challenging, as they face difficulties related to collecting patient data and struggle to understand the relationship between the collected data and the patient's needs. This study employed a descriptive design with a qualitative content analysis approach to investigate nursing students’ experiences of learning the nursing process through a mixed teaching method using a flipped classroom and a digital unfolding case. Their experiences with the applied teaching method and its influence on their learning outcomes were shared through their participation in two focus group interviews. The students experienced the applied teaching method as an important preparatory training, as the acquired knowledge was transferable to real patient cases in clinical practice

Flipped Classroom · Focus group · Mathematics education · Medical education · Nurse education · Qualitative property · Qualitative research · Sociology · Teaching method · Computer Science · E-Learning and COVID-19 · Health Education and Validation · Innovative Teaching Methods · Medicine · Nursing · Psychology

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Open DOIOpen Access