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Volume 11, Issue 31 (2018)
JMED 2018, 11(31): 1-15 |
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Dehghanzadeh S, Alizadeh S. Explaining Nursing Students’ Experiences of a Flipped Classroom: A qualitative Study. JMED 2018; 11 (31) :1-15
URL: http://edujournal.zums.ac.ir/article-1-1010-en.html
URL: http://edujournal.zums.ac.ir/article-1-1010-en.html
1- Nursing Depatrment, Nursing and Midwifery faculty, Rasht Branch, Islamic Azad University, Rasht, Iran. , shadidehghan90@gmail.com
2- Midwifery Depatrment, Nursing and Midwifery faculty, Rasht Branch, Islamic Azad University, Rasht, Iran.
2- Midwifery Depatrment, Nursing and Midwifery faculty, Rasht Branch, Islamic Azad University, Rasht, Iran.
Abstract: (16785 Views)
Background & Objective: Nursing education requires the use of student-oriented learning techniques, such as flipped classes, to foster creative students with the ability to think critically. Given the new emergence of the educational method of the flipped classroom in the education of medical sciences, there is inadequate information about the nursing students’ experiences of learning in a flipped classroom in the world, especially in Iran. This study aimed to explain the nursing students’ experiences of a flipped classroom in order to provide proper strategies for nursing instructors.
Materials and Methods: This qualitative study had a conventional content analysis and was conducted on 18 second-semester nursing students, who passed the nursing unit of orthopedic diseases by attending a flipped classroom. Data were collected via semi-structured in-depth interviews, and data analysis was performed using conventional content analysis method by Graneheim and Lundman.
Results: The main theme of the study was "the effectiveness of theory teaching”, which encompassed three classes of “experience of a new approach in education”, “control over learning” and “interactive participation: a different experience”.
Conclusion: According to the results of the study, electronic contents help students learn theoretical knowledge to solve the problems of hypothetical patients. Therefore, our findings can be used by nursing instructors to obtain positive consequences by applying the flipped classroom method.
Materials and Methods: This qualitative study had a conventional content analysis and was conducted on 18 second-semester nursing students, who passed the nursing unit of orthopedic diseases by attending a flipped classroom. Data were collected via semi-structured in-depth interviews, and data analysis was performed using conventional content analysis method by Graneheim and Lundman.
Results: The main theme of the study was "the effectiveness of theory teaching”, which encompassed three classes of “experience of a new approach in education”, “control over learning” and “interactive participation: a different experience”.
Conclusion: According to the results of the study, electronic contents help students learn theoretical knowledge to solve the problems of hypothetical patients. Therefore, our findings can be used by nursing instructors to obtain positive consequences by applying the flipped classroom method.
Article Type : Orginal Research |
Subject:
Education
Received: 2018/02/20 | Accepted: 2018/11/13 | Published: 2019/01/3
Received: 2018/02/20 | Accepted: 2018/11/13 | Published: 2019/01/3
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