東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Flipped Pedagogy versus Traditional ...

Sinclair-Bennett, Rebecca .

Linked to FindBook

Google Book

Amazon

博客來

Flipped Pedagogy versus Traditional Lecture: Examining Clinical Reasoning in Associate Degree Nursing Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Flipped Pedagogy versus Traditional Lecture: Examining Clinical Reasoning in Associate Degree Nursing Education./
Author:	Sinclair-Bennett, Rebecca .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	141 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: B.
Contained By:	Dissertations Abstracts International81-06B.
Subject:	Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27547538
ISBN:	9781392746608

Flipped Pedagogy versus Traditional Lecture: Examining Clinical Reasoning in Associate Degree Nursing Education.
Sinclair-Bennett, Rebecca .

Flipped Pedagogy versus Traditional Lecture: Examining Clinical Reasoning in Associate Degree Nursing Education. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 141 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: B.

Thesis (D.Ed.)--Capella University, 2019.

This item must not be sold to any third party vendors.

The development of clinical reasoning in new graduate nurses is an essential component of nursing education. A lack of clinical reasoning in a new nurse can lead to poor patient outcomes and increased budget concerns for health care facilities. Limited studies were present regarding the use of the flipped classroom teaching method to promote development of clinical reasoning in the classroom setting. The question guiding the research was as follows: Is there a significant difference in the clinical reasoning skills of associate degree nursing students who have been instructed using the flipped classroom teaching method compared to those who have received instruction in a traditional lecture setting? A quasi experimental pretest/posttest design was utilized to answer the research question. Data produced from the Health Science Reasoning Test was analyzed using an analysis of covariance with the identified covariate of the pretest score to control for past developed clinical reasoning skills. The sample was consistent with national statistics related to gender and age of an associate degree nursing student. The intervention group had a large percentage of participants with previous experience as a health care worker. The career of a licensed practical nurse was the most represented health care career. Data analysis of the intervention group revealed a p 0.01; thereby indicating the flipped classroom teaching method had a positive effect on the development of clinical reasoning in associate degree nursing students. Results demonstrated the intervention was effective, however the resulted effect size was decreased due to the length of the intervention. Future recommendations for research included a longitudinal study of the flipped classroom to develop clinical reasoning, with the use of the intervention over multiple courses. Nurse educators and administrators should consider the length of the course instruction and the students' previous experiences for maximum effectiveness of the method.

ISBN: 9781392746608Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

Associate degree nursing education

Flipped Pedagogy versus Traditional Lecture: Examining Clinical Reasoning in Associate Degree Nursing Education.
LDR:03260nmm a2200373 4500 001 2266594
005 20200612084451.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392746608
035 $a (MiAaPQ)AAI27547538
035 $a AAI27547538
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sinclair-Bennett, Rebecca . $3 3543803
245 1 0 $a Flipped Pedagogy versus Traditional Lecture: Examining Clinical Reasoning in Associate Degree Nursing Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 141 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-06, Section: B.
500 $a Advisor: Picher, Jobeth.
502 $a Thesis (D.Ed.)--Capella University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The development of clinical reasoning in new graduate nurses is an essential component of nursing education. A lack of clinical reasoning in a new nurse can lead to poor patient outcomes and increased budget concerns for health care facilities. Limited studies were present regarding the use of the flipped classroom teaching method to promote development of clinical reasoning in the classroom setting. The question guiding the research was as follows: Is there a significant difference in the clinical reasoning skills of associate degree nursing students who have been instructed using the flipped classroom teaching method compared to those who have received instruction in a traditional lecture setting? A quasi experimental pretest/posttest design was utilized to answer the research question. Data produced from the Health Science Reasoning Test was analyzed using an analysis of covariance with the identified covariate of the pretest score to control for past developed clinical reasoning skills. The sample was consistent with national statistics related to gender and age of an associate degree nursing student. The intervention group had a large percentage of participants with previous experience as a health care worker. The career of a licensed practical nurse was the most represented health care career. Data analysis of the intervention group revealed a p 0.01; thereby indicating the flipped classroom teaching method had a positive effect on the development of clinical reasoning in associate degree nursing students. Results demonstrated the intervention was effective, however the resulted effect size was decreased due to the length of the intervention. Future recommendations for research included a longitudinal study of the flipped classroom to develop clinical reasoning, with the use of the intervention over multiple courses. Nurse educators and administrators should consider the length of the course instruction and the students' previous experiences for maximum effectiveness of the method.
590 $a School code: 1351.
650 4 $a Nursing. $3 528444
650 4 $a Educational evaluation. $3 526425
650 4 $a Health education. $3 559086
653 $a Associate degree nursing education
653 $a Clinical reasoning
653 $a Flipped classroom teaching method
653 $a Lecture teaching method
653 $a Nursing students
690 $a 0569
690 $a 0443
690 $a 0680
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertations Abstracts International $g 81-06B.
790 $a 1351
791 $a D.Ed.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27547538