Volume 8, Issue 4 (winter 2021)
DSME 2021, 8(4): 49-56 |
Back to browse issues page
Instructor, Department of Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran.
Abstract: (2140 Views)
Introduction: Student satisfaction assessment adapts the structure of the university based on student needs assessment and provides a platform for continuous assessment of the quality of university services, the most important of which is teaching and learning.The aim of this study was to determine the level of satisfaction of nursing students with the Flipped class teaching method in internships.
Methods: This cross - sectional study was conducted in 2017 with the participation of 40 nursing students with available sampling and census in Hamadan Midwifery Nursing School. The instrument of study was the researcher-made questionnaire of satisfaction with the internship teaching method. Data were analyzed using SPSS software version 16.
Results: The means student satisfaction with the Flipped class teaching method (35.1±5.61 Min. SD) was with a minimum score of 30 and a maximum score of 38. 100% of students reported experiencing less anxiety in the Flipped class than the usual internship teaching method. 100% of students preferred the Flipped class teaching method to the usual teaching method.
Conclusion: Students were satisfied with teaching the Flipped class method in the internship. Therefore, it is suggested that the Flipped class be considered more than ever in clinical education.
Methods: This cross - sectional study was conducted in 2017 with the participation of 40 nursing students with available sampling and census in Hamadan Midwifery Nursing School. The instrument of study was the researcher-made questionnaire of satisfaction with the internship teaching method. Data were analyzed using SPSS software version 16.
Results: The means student satisfaction with the Flipped class teaching method (35.1±5.61 Min. SD) was with a minimum score of 30 and a maximum score of 38. 100% of students reported experiencing less anxiety in the Flipped class than the usual internship teaching method. 100% of students preferred the Flipped class teaching method to the usual teaching method.
Conclusion: Students were satisfied with teaching the Flipped class method in the internship. Therefore, it is suggested that the Flipped class be considered more than ever in clinical education.
Type of Study: Orginal |
Subject:
Special
Received: 2019/11/8 | Accepted: 2021/12/31 | Published: 2021/12/31
Received: 2019/11/8 | Accepted: 2021/12/31 | Published: 2021/12/31
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |