Dear Label_Name,

Greetings! I hope you are well.

I am writing on behalf of an international publishing house, Science and Education Publishing, USA (http://www.sciepub.com).

Science and Education Publishing (SciEP) is a multidisciplinary open access publisher of Journals covering the fields of Science, Technology and Medicine. All SciEP publications are subject to high-quality peer review, editorial and production processes and are freely available online.

Welcome to the April, 2013 edition of SciEP newsletter, providing monthly summaries of articles on science & education related topics of interest to scientist and professionals. The mission of our journals is to provide an open access forum for publishing new findings on issues pertinent to scientific and academic field. We also invite you to submit original research papers, review articles, short reports, or case studies are considered for publication in our Multidisciplinary Journals.

American Journal of Public Health Research
DOI: 10.12691/ajphr-1-1-3

The Implementation of a Tele-Homecare System with Service Oriented Architecture and HL7 Message Transmission Standard
Ching-Sung Wang

American Journal of Medical and Biological Research
DOI: 10.12691/ajmbr-1-1-2

The Influence of Ethanol on Pyruvate Kinases Activity in Vivo, in Vitro, in Silico
Lelevich Sergey Vladimirovich, Khrustalev Vladislav Victorovich, Barkovsky Eugene Victorovich, Shedogubova Tatyana Aleksandrovna

American Journal of Medical Sciences and Medicine
DOI: 10.12691/ajmsm-1-1-1

Clinical and Histological Features in Wegener Granulomatosis
Li Cavoli Gioacchino, Passantino Rita, Bono Luisa, Tortorici Calogera, Ferrantelli Angelo, Giammarresi Carlo, Rotolo Ugo

American Journal of Infectious Diseases and Microbiology
DOI: 10.12691/ajidm-1-1-2

The Curse of Lymphatic Filariasis: Would the Continual Use of Diethylcarbamazine Eliminate this Scourge in Papua New Guinea?
Anne Lanham, Lillian Mwanri

We have released issues of some journals on February 2013.
American Journal of Public Health Research
American Journal of Medical Sciences and Medicine
American Journal of Medical and Biological Research
American Journal of Pharmacological Sciences
American Journal of Clinical Medicine Research
American Journal of Nursing Research
American Journal of Cancer Prevention
American Journal of Medicine Studies
American Journal of Infectious Diseases and Microbiology
American Journal of Cardiovascular Disease Research
American Journal of Biomedical Research
American Journal of Mechanical Engineering
American Journal of Microbiological Research
Journal of Preventive Medicine
American Journal of Food and Nutrition
American Journal of Hypertension Research
American Journal of Sports Science and Medicine
Journal of Cancer Research and Treatment
American Journal of Zoological Research
Journal of Biomedical Engineering and Technology
American Journal of Microbiological Research
Biomedical Science and Engineering

We are pleased to announce that submissions are now being accepted for peer review for all the journals across all our subject areas in SciEP.

Please submit your manuscript via our online submission system:
http://www.sciepub.com/author/signin

To unsubscribe from our mailing list, please click on the following link: unsubscribe

I am looking forward to hearing from you.

Kind regards,

David Rain
Email:join@sciepub.com
Science and Education Publishing (http://www.sciepub.com)

Comparison of Undergraduate Nursing Student Satisfaction in Flipped Class (FC), Active Lecture Class (ALC) and Traditional Lecture Class (TLC)

Hawazen Rawas

College of Nursing – Jeddah, King Saud bin Abdulaziz University for Health Sciences, King Abdulaziz Medical City, National Guard Health Affairs, Mail Code 6565, P.O.Box.9515 Jeddah, 21423, Kingdom of Saudi Arabia

Abstract: Background: In recent years, different educational approaches have been broadly applied to nursing courses. However, a comparison between these approaches and assessing the students’ satisfaction has not been conducted. Aim: This study was designed to compare FC and ALC with the TLC model in teaching Medical-surgical courses to undergraduate nursing students and to assess the student response when they are asked to compare their experiences in FC, ALC, and TLC. Results: The mean age of the study participants was 22.19 ± 2.40. In terms of marital status, the differences between satisfied and unsatisfied students were significant in TLC (p=0.059). A larger number of married students preferred TLC over ALC/FC and the difference between married and unmarried was significant (p=0.036). Regarding residential status, the differences between satisfied and unsatisfied students were significant in TLC (p=0.034). A larger number of rural residents preferred FC over ALC/TLC and the difference between rural and urban residents was significant (p=0.036). In terms of previous GPA scores, the difference between the students preferring FC over ALC/TLC was significant (p=0.008), where a larger number of students preferred FC over other teaching methods. Conclusion: The student satisfaction in FLC, TLC, and ALC varies based on their social/residential statuses as well as their study habits and out of class self-study hours.

Keywords: active lecture, learning experience, flipped class, traditional lecture, students satisfaction

Received August 16, 2019; Revised September 25, 2019; Accepted October 15, 2019

Citation: Hawazen Rawas, Comparison of Undergraduate Nursing Student Satisfaction in Flipped Class (FC), Active Lecture Class (ALC) and Traditional Lecture Class (TLC). American Journal of Nursing Research, 7 (6). 991-994. January 2019. doi:10.12691/ajnr-7-6-12

1. Background

Flipped class (FC) is a pedagogical practice that existed years before it was labeled [1]. The flipped class is simply described as "events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa” [2]. The students embrace the responsibility to acquire knowledge in a flipped class, which is a highly engaging and interactive learning model [3]. It is an inclusive learning environment. The instructional approach in FC is diverse and may include individual or interactive group activities for the students, meanwhile, the learning resources may comprise of video tutorials and textbook contents [4]. The flipped class is effectively employed on course levels and have yielded better learning outcomes compared to traditional lecture class when tested in nursing students [5,6]. Average exam scores were higher in the FC model tested in nursing students. FC is shown to engage nursing students in a manner, which equips them substantially to address the complexities and challenges of contemporary healthcare [7].

Active learning class (ALC) involves in-class discussion of students with the instructor [8] and peers [9]. Active learning can be effectively infused in classes with a large number of students [10]. ALC strategies to teach nursing students are shown to be effective, resulting in improvements in grades [11]. Mc Pherson and MacDonald [12] reported that ALC for nursing students has resulted in the contextualization of learning and has played a role in overcoming educational barriers. ALC model can positively cater to some of the commonly identified challenges in nursing students such as lack of motivation and concentration, class sizes, length of the allocated time and poor previous knowledge of students [13].

Traditional lecture class (TLC) involve didactic lecture without the active involvement of students in the learning process [14]. TLC may involve audio-visual support with didactic lectures [15]. The TLC model is the most commonly utilized teaching model for nursing courses [16]. Thre are several studies conducted, which compare TLC with FC and ALC in teaching nursing courses [17,18,19].

Nursing is a self-governing profession and it demands the ability and skills to essentially apply theoretical concepts to clinical practice [20,21]. Nursing courses should be conducted in a way that the students have a strong foundation knowledge and application skills [22]. FC and ALC models for teaching nursing students are shown to meet the aforementioned challenges. Medical-surgical courses are effectively and conveniently conducted employing FC and ALC models and it is a valid area of ongoing research in nurse education [23].

This study was designed to compare FC and ALC with the TLC model in teaching Medical-surgical courses to undergraduate nursing students and to assess the student response when they are asked to compare their experiences in FC, ALC, and TLC.

2. Methods

FC learning process was explained to students enrolled in Medical-Surgical courses. Learning resource was generated to be utilized before class comprising of video tutorials. In-class activities comprised of interactive group activities or individual practice exercises.

Activities to be conducted in the class were announced on the online blackboard system. Bit sized (chunk) learning was offered. Discussion with instructor and peers was encouraged. The active class comprised of pair group activity e.g. class divided into pair and mark which pair-arm collaboratively give better answers to questions posed throughout. During lectures, the learners were allowed in-class writing. The think-pair-share activity was conducted e.g. students divided into pairs and allowed to reflect and discuss answers with their partners and give a combined answer.

Learning resource was generated ahead of the class on the blackboard. Lectures were conducted with audiovisual support. Students were encouraged to ask questions at the end of the class. The students completed a survey by the end of the course. The first part of the survey comprised of participant characteristics such as marital status, residence, previous GPA, after class study habits and general study habits (individual or group study). The second part comprised of six yes and no response set related to satisfaction and preferences in terms of teaching methods. The survey was conducted within the premises of the college. A convenient sampling technique was used owing to a small number of students registered in the courses. The students (N=206) participated following informed consent and the nature of survey participation was voluntary. The survey was analyzed on SPSS software v.20.0.

3. Results

Table 1

The mean age of the study participants was 22.19 ± 2.40. Table 1 shows student’s responses to the different types of teaching methods. In terms of marital status, the differences between satisfied and unsatisfied students were significant in TLC (p=0.059). A larger number of married students preferred TLC over ALC/FC and the difference between married and unmarried was significant (p=0.036). Regarding residential status, the differences between satisfied and unsatisfied students were significant in TLC (p=0.034). A larger number of rural residents preferred FC over ALC/TLC and the difference between rural and urban residents was significant (p=0.036). In terms of previous GPA scores, the difference between the students preferring FC over ALC/TLC was significant (p=0.008), where a larger number of students preferred FC over other teaching methods. Regarding the group of students divided based on the differences in self-study hours, the difference between the students preferring FC over ALC/TLC was significant (p=0.009), where a larger number of students preferred FC over other teaching methods. Based on general study habits, the difference between satisfied and unsatisfied students with ALC was significant (p=0.034).

4. Discussion

The purpose of this study was to compare FC and ALC with the TLC model in Medical-Surgical courses education in undergraduate nursing students and to analyze the student responses when they are asked to compare their experiences in FC, ALC, and TLC in terms of satisfaction and preferred teaching method.

The study shows that more students who were married preferred the traditional lecture format. It is also shown in previous studies that nursing students do not easily welcome a new teaching method and this study also supports the findings reported in similar studies [24,25]. The differences between satisfied and unsatisfied students were significant in TLC among those who were residing in rural and urban regions. Our study has shown that a larger number of rural residents preferred FC over ALC/TLC and the difference between rural and urban residents was significant. This finding is different than a previous study that has shown that rural student satisfaction is less in FC due to limited access to high-speed internet [26].

This study further shows the student's preferences of the teaching methods who were divided into groups based on their previous GPA scores. Within these groups, the differences between the students preferring FC over ALC/FC were significant, where a larger number of students preferred FC over other teaching methods. Interestingly, students with higher GPA scores preferred FC in larger numbers. This finding adds to the already reported results of FC preferences in different students with variations in academic backgrounds reported in earlier studies [27,28].

Finally, in our study, it was revealed that with the group of students divided based on the differences in self-study hours, the difference between the students preferring FC over ALC/TLC was significant, where a larger number of students preferred FC over other teaching methods. However, regarding the general study habits, the difference between satisfied and unsatisfied students with ALC was significant. The students accustomed to individual study were more satisfied with ALC compared to students who were attuned in group study methods.

5. Conclusion

The student satisfaction in FLC, TLC, and ALC varies based on their social/residential statuses as well as their study habits and out of class self-study hours.

References

[1]   | Bates JE, Almekdash H, Gilchrest-Dunnam MJ. The Flipped Classroom: A Brief, Brief History. InThe Flipped College Classroom 2017 (pp. 3-10). Springer International Publishing.
[2]   | Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
[3]   | Green RD, Schlairet MC. Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom. Nurse Education Today. 2017 Feb 28; 49: 122-8.
[4]   | Lo CK, Hew KF. A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning. 2017 Jan 7; 12(1): 4.
[5]   | Maxwell KL, Wright VH. Evaluating the Effectiveness of Two Teaching Strategies to Improve Nursing Students’ Knowledge, Skills, and Attitudes About Quality Improvement and Patient Safety. Nursing Education Perspectives. 2016 Sep 1; 37(5): 291-2.
[6]   | Hanson J. Surveying the experiences and perceptions of undergraduate nursing students of a flipped-classroom approach to increase understanding of drug science and its application to clinical practice. Nurse education in practice. 2016 Jan 31; 16(1): 79-85.
[7]   | Betihavas V, Bridgman H, Kornhaber R, Cross M. The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse education today. 2016 Mar 31; 38: 15-21.
[8]   | Krieg A. What's in a name? Importance of student perceptions of an instructor knowing their name. In2017 AAAS Annual Meeting (February 16-20, 2017) 2017 Feb 18.
[9]   | Smith MK, Wood WB, Adams WK, Wieman C, Knight JK, Guild N, Su TT. Why peer discussion improves student performance on in-class concept questions. Science. 2009 Jan 2; 323(5910): 122-4.
[10]   | Liao SN, Griswold WG, Porter L. Impact of Class Size on Student Evaluations for Traditional and Peer Instruction Classrooms. InProceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education 2017 Mar 8 (pp. 375-380). ACM.
[11]   | Morales KA. Active Learning Strategies to Enhance Nursing Students' Knowledge of Pharmacology. Nursing Education Perspectives. 2017 Jan 10.
[12]   | McPherson C, MacDonald C. Blending Simulation-Based Learning and Interpretative Pedagogy for Undergraduate Leadership Competency Development. Journal of Nursing Education. 2017 Jan 25; 56(1): 49-54.
[13]   | Bakon S, Craft J, Christensen M, Wirihana L. Can active learning principles be applied to the bioscience assessments of nursing students? A review of the literature. Nurse education today. 2016 Feb 29; 37: 123-7.
[14]   | Murray AR. Evidence-Based Teaching Strategies for Undergraduate Nursing Students to Deliver Human Trafficking Content. In leadership Connection 2016 (17-20 September) 2016 Sep 20. STTI.
[15]   | Roca J, Reguant M, Canet O. Learning outcomes of “The Oncology Patient” study among nursing students: A comparison of teaching strategies. Nurse Education Today. 2016 Nov 30; 46: 29-35.
[16]   | Price AM, Stephens M, Patterson C, Snelgrove-Clarke E, Work F, Chiang V. What are the patterns of personal learning environments (PLE) for undergraduate students undertaking degrees in nursing.2015
[17]   | Merriman CD, Stayt LC, Ricketts B. Comparing the effectiveness of clinical simulation versus didactic methods to teach undergraduate adult nursing students to recognize and assess the deteriorating patient. Clinical Simulation in Nursing. 2014 Mar 31; 10(3): e119-27.
[18]   | Simpson V, Richards E. Flipping the classroom to teach population health: Increasing the relevance. Nurse education in practice. 2015 May 31; 15(3): 162-7.
[19]   | Mudd SS, Silbert-Flagg J. Implementing the Flipped Classroom to Enhance Nurse Practitioner Clinical Decision-Making in the Care of the Pediatric Asthma Patient. Nursing Education Perspectives. 2016 Nov 1; 37(6): 352-3.
[20]   | Holman R, Hanson AD. Flipped Classroom Versus Traditional Lecture: Comparing Teaching Models in Undergraduate Nursing Courses. Nursing Education Perspectives. 2016 Nov 1; 37(6): 320-2.
[21]   | N. Efstathiou, C. Bailey. Promoting active learning using Audience Response System in large bioscience classes Nurse Educ. Today, 32 (1) (2012), pp. 91-95
[22]   | Taylor, S. Ashelford, P. Fell, P. Goacher Biosciences in nurse education: is the curriculum fir for practice? Lecturer's views and recommendations from across the UK J. Clin. Nurs. (2015), pp. 1-10.
[23]   | Carpenter S, Reddix R, Martin D. Pills, Thrills, and Pharmacology Drills! Strategies to Increase Student Retention in an Entry-Level Nursing Pharmacology Course. Teaching and Learning in Nursing. 2016 Oct 31; 11(4): 179-83.
[24]   | Gale JL. Flipped Classroom: Student Perception and Learning Outcomes. In Leadership Connection 2016 (17-20 September) 2016 Sep 19. STTI.
[25]   | Hannay, M., & Newvine, T. (2006). Perceptions of distance learning: A comparison of online and traditional learning. Journal of Online Learning and Teaching, 2(1), 1-11.
[26]   | Yom, Y. H. (2004). Integration of Internet-based learning and traditional face-to-face learning in an RN-BSN course in Korea. CIN: Computers, Informatics, Nursing, 22(3), 145-152.
[27]   | O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95.
[28]   | Jenkins, S. (2015). Flipping the introductory American politics class: Student perceptions of the flipped classroom. PS: Political Science & Politics, 48(4), 607-611.
[29]   | Wong, T. H., Ip, E. J., Lopes, I., & Rajagopalan, V. (2014). Pharmacy students’ performance and perceptions in a flipped teaching pilot on cardiac arrhythmias. American journal of pharmaceutical education, 78(10), 185.