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Factors Affecting the Academic Achievement of Nursing College Students in a Flipped Learning Simulation Practice

Author

Listed:
  • Minkyung Gu

    (Department of Nursing, College of Science and Technology, Daejin University, Pocheon-si 1115, Korea)

  • Sohyune Sok

    (College of Nursing Science, Kyung Hee University, 26, Kyungheedae-ro, Dongdaemun-gu, Seoul 02447, Korea)

Abstract

A flipped learning simulation practice is composed of two parts. First, it involves learning a practical subject in advance via video in a place other than the classroom, then performing a simulation practice consisting of pre-learning, simulation, and debriefing sections. This study was performed to determine and confirm the factors affecting the level of academic achievement of nursing college students in a flipped learning simulation practice. A cross-sectional descriptive design was used. The participants were 160 nursing students who had experience of a flipped learning simulation practice in a nursing college in South Korea. The factors measured were the general characteristics of the participants, the participants’ academic achievement, the analysis ability of the flipped learning class, the participants’ self-directed learning preparation, the participants’ self-efficacy, and the participants’ learning satisfaction. Data were collected from September to November, 2019. As a result of the analysis, we found that the factor that had the greatest influence on the academic achievement of nursing students was self-efficacy, followed by gender, flipped learning education experience, learning satisfaction, age, and the analysis ability of the flipped learning class. In the nursing practicum, nursing educators need to pay attention to the use of flipped learning simulation practice and the factors affecting the academic achievement of nursing college students. In flipped learning simulation practice, specific interventions and strategies are required to improve the academic achievement of nursing college students.

Suggested Citation

  • Minkyung Gu & Sohyune Sok, 2021. "Factors Affecting the Academic Achievement of Nursing College Students in a Flipped Learning Simulation Practice," IJERPH, MDPI, vol. 18(11), pages 1-10, June.
  • Handle: RePEc:gam:jijerp:v:18:y:2021:i:11:p:5970-:d:567700
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    Cited by:

    1. Blerta Prevalla Etemi & Huseyin Uzunboylu & Shpetim Latifi & Ulzharkyn Abdigapbarova, 2024. "The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception," Sustainability, MDPI, vol. 16(2), pages 1-20, January.

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