کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
366807 621464 2016 7 صفحه PDF سفارش دهید دانلود رایگان
عنوان انگلیسی مقاله ISI
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
ترجمه فارسی عنوان
نقشه برداری تجارب و درک دانشجویان پرستاری مقطع کارشناسی روش حرف کلاس درس برای افزایش فهم از علم مواد و کاربرد بالینی
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تولید محتوا
با 10 درصد تخفیف ویژه دانشیاری
کلمات کلیدی
موضوعات مرتبط
علوم پزشکی و سلامت پرستاری و مشاغل بهداشتی پرستاری
چکیده انگلیسی


• Flipped learning increased students' understanding of pharmacology concepts.
• Flipped learning improved students' application of drug science to practice.
• Replaying eLectures was beneficial to independent learning.
• Time-poor students relied on eLectures alone and did not benefit from workshops.
• Some students prefer traditional teaching methods.

Patient harm from medication error is a significant issue. Individual failures by health professionals including knowledge deficits and poor communication have been identified as increasing the likelihood of medication administration errors. In Australia, the National Strategy for Quality Use of Medicines in 2002 compels health professionals to have the knowledge and skills to use medicines safely and effectively. This paper examines nursing students' perceptions of the effectiveness of a flipped classroom approach to increase understanding of pharmacology principles and the application of this knowledge to medication practice. An internet-based self-completion questionnaire was used in 2013 (n = 26) after the flipped classroom approach was implemented, and pre- (n = 6) and post-flipping (n = 25) in 2014. Students who engaged with digitally recorded lectures (eLectures) prior to face-to-face workshops stated that they had greater understanding of the subject and enhanced critical thinking skills. The replay function of the eLecture was perceived by some students as most beneficial to independent learning. However, for some students, time constraints meant that they relied on eLectures alone, while others preferred traditional teaching methods. Although limited by sample size and potential participant bias, the results provide insights about the flipped classroom experience from a student perspective.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Nurse Education in Practice - Volume 16, Issue 1, January 2016, Pages 79–85
نویسندگان
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