Effect of Virtual Flipped Classroom on Critical Care Nursing Students' Knowledge regarding Acute Respiratory Disorders and Learning Approach | ||||
| Egyptian Journal of Health Care | ||||
| Article 83, Volume 13, Issue 3, September 2022, Page 1097-1111 PDF (208.94 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2022.257825 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Fayza Ahmed Abdou Mohammed Komsan1; Rawhia Salah Dogham2 | ||||
| 1Assistant professor. Critical Care and Emergency Nursing Department, Faculty of Nursing, Assuit University, Assuit, Egypt | ||||
| 2Assistant professor Nursing education department, Faculty of nursing, Alexandria University, Egypt | ||||
| Abstract | ||||
| Background: The virtual flipped classroom (VFC) is an integration of two concepts: the Flipped Classroom and Virtual Classroom. It empowers educator to instruct and guide students in applying the activities required to attain the best learning levels Aim: to evaluate the effect of virtual flipped classroom on critical care nursing students' knowledge regarding acute respiratory disorders and learning approach. Design: A quasi-experimental research design (pretest posttest research design) was used in this study. Research hypothesis: Critical care nursing students who undergo Virtual flipped classroom show improvement in post-test knowledge and have deep learning approach after application of virtual flipped classroom Setting: the study was conducted through online virtual class for critical care nursing students at Assuit Main University. Subject: Convenient sample of approximately fifty critical care nursing students. Tools: Two tools were used in the study knowledge assessment questionnaire and revised study process questionnaire. Results: A statistical significant differences between the nursing students pretest and posttest level of knowledge about acute respiratory disorders after application of virtual flipped classroom and highly statistical difference between pretest and posttest in relation to overall learning approach.. Conclusion: the majority of critical care nursing students have good level of knowledge after application of VFC. Recommendation: The VFC can also be integrated into the lessons depended on the context, nature of lessons, students’ needs and characteristic | ||||
| Keywords | ||||
| virtual flipped classroom (VFC); acute respiratory disorders; learning approach; critical care nursing students | ||||
|
Statistics Article View: 89 PDF Download: 110 |
||||
