Effects of a Clinical Practicum Using Flipped Learning Among Undergraduate Nursing Students

Abstract

Background: The need for student-centered teaching methods is increasing. Therefore, this study aimed to verify the effectiveness of the flipped learning method when applied to a mental health nursing practicum using a retrospective research design. Method: The effectiveness of these teaching methods was assessed by collecting and comparing data on the core competencies and academic progress of two groups of 70 undergraduate nursing students in South Korea. The flipped learning group watched lecture modules before a conference and then engaged in in-conference activities such as debates, simulations, and role-plays. The traditional learning group was instructed through conventional methods and then participated in similar activities. Results: The flipped learning group demonstrated greater academic progress and showed a significant increase in core competencies. Conclusion: The flipped learning method was more effective for improving academic progress and core competencies in a practicum for undergraduate nursing students.