The Effect of Flipped Classroom Technique on Nursing Students’ Knowledge and Self-Efficacy in Nursing for Pregnant Women Infected with COVID-19
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Abstract
The flipped classroom teaching technique is one method of Active Learning, focusing on the students build knowledge based on their own skills, information, abilities, and intelligence. This one-group pretest-posttest design research aimed to compare nursing students’ knowledge and self-efficacy in nursing pregnant women infected with COVID-19 before and after applying the flipped classroom teaching technique. The population were nursing students registered for Maternal-child and midwifery practicum subject in the first semester of the academic year 2021. The samples were 45 nursing students selected by using a purposive sampling technique. Research tools composed of 1) ) questionnaire of knowledge in nursing care of pregnant women infected with COVID-19 and the reliability of KR-21 were 0.780, and 3) questionnaire of self-efficacy perception of nursing students. The reliability of cronbach’s alpha coefficient were 0. 950. Data were analyzed by descriptive statistics and paired simple t-test. The results revealed that after using the flipped classroom teaching technique, the nursing students had significantly higher mean scores of required knowledge and self-efficacy perception in nursing care of pregnant women infected with COVID-19 than those of before using flipped classroom technique (p-value < .05). The suggestion for further research is that the flipped classroom applied in online formats could be a highly useful resource for designing active learning environments in which university students could improve their knowledge and sense of self-efficacy.
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