Enhancing the Knowledge and Self-Directed Learning Characteristics of Nursing at a University in Southern Thailand Using Flipped Classroom Teaching Approach
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The flipped classroom model is increasingly being adopted in education to enhance students' knowledge and self-directed learning characteristics. However, its implementation in Thai nursing education remains challenging due to several factors, particularly students’ passive learning characteristics, limitations of online platforms, and the available learning media tools. Therefore, this study was conducted to examine the effects of the flipped classroom teaching approach on knowledge and self-directed learning characteristics among second-year nursing students in an orthopedic nursing class within the Adults and Elderly Nursing Course 1. A one-group pretest and posttest design was conducted over seven hours of teaching orthopedic nursing content using the flipped classroom approach across multiple days among 166 second year nursing students at a university in the southern part of Thailand. Scores were obtained from pretest, posttest and final examinations and analysed through descriptive statistics and dependent t-test statistics. The results show that over half of participants (n = 99, 59.6%) obtained final examination scores at or above the pass mark of 50%, with no significant differences between pretest and posttest scores (p > .05). However, the scores for self-directed learning characteristics related to self-concept in learning efficiency (p < .05) and optimistic prospect were increased with significant differences (p < .001). In conclusion, the flipped classroom approach did not significantly improve knowledge outcomes but enhanced nursing students’ self-directed learning characteristics. These findings suggest that the flipped classroom may be helpful in promoting learner autonomy and active learning in Thai nursing education.
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