Effect of Flip Learning-based Community Nursing Education on Learning motivation, Learning-related self-direction, Self-efficacy, Critical thinking disposition, Problem-solving ability, and Learning satisfaction

목적 플립러닝을 적용한 지역사회간호학 교육이 간호대학생의 학습동기, 학습관련 자기주도성, 자기효능감, 비판적 사고성향, 문제해결력 및 학습만족도에 미치는 효과를 파악하여 효율성있는 간호교육의 기초자료를 제공하기 위함이다. 방법 연구설계는 단일군 전후비교실험 연구(one group pre-post design)이며 일개 대학에서 지역사회간호학 과목을 수강한 3 학년 간호학과 학생 158명을 대상으로 2022년 2월 28일부터 4월 22일까지의 수업과정 중에 자료수집을 실시하였다. 자료분석은SPSS Statistics 24.0 프로그램을 사용하여 기술통계, paired t-test, 피어슨 상관관계, 단계적 회귀분석을 하였다. 결과 플립러닝 수업 후 학습동기(t=-4.41, p<.001), 학습관련 자기주도성(t=-2.64, p<.009), 비판적 사고성향(t=-2.75, p<.007) 과 학습만족도(t=-4.12, p<.001)는 사전 및 사후에 통계적으로 유의한 차이가 있는 것으로 나타났으며 자기효능감(t=-0.71, p=.479)과 문제해결력(t=-1.95, p=.053)은 유의한 차이가 없었다. 또한 학습만족도에 영향을 미치는 요인은 학습동기와 문제해결력이었으며, 이들의 설명력은 66.8%(F=103.28, p<.001)였다. 결론 본 연구를 통해 플립러닝을 적용한 지역사회간호학 수업이 효과적인 교수-학습법임이 확인되었다. 간호대학생에게 다양한교수학습법을 적용하여 학습역량 강화를 위한 전략 방안이 필요하다.

Objectives The purpose of this study is to provide basic data for future nursing education by identifying the effects of flip learning-based community nursing education 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 was a one group pre-post design, and it was conducted from February 28 to April 22, 2022, targeting 158 third-year nursing students who took community nursing courses at one university. Data collection was conducted during the course of the course. For data analysis, descriptive statistics, paired t-test, Pearson correlation, and step regression analysis were performed using SPSS Statistics 24.0 program. Results Learning motivation (t=-4.41, p<.001), learning-related self-direction (t=-2.64, p<.009), critical thinking disposition (t=-2.75, p<.007) and learning after flip learning class Satisfaction (t=-4.12, p<.001) was found to have statistically significant differences before and after, self-efficacy (t=-0.71, p=.479) and problem-solving ability (t=-1.95, p=.053) had no significant difference. In addition, the factors affecting learning satisfaction were learning motivation and problem-solving ability, and their explanatory power was 66.8% (F=103.28, p<.001). Conclusions Through this study, it was confirmed that the community nursing class applied with flip learning is an effective teaching-learning method. There is a need for a strategic plan to strengthen learning competency by applying various teaching and learning methods to nursing students. it was confirmed that the flipped learning-based nursing management class was effective in improving the learning presence and learning immersion of nursing students.