Effectiveness of Blended Learning with Flipped Classroom Method on the Knowledge Level and Self Efficacy among Nurses During the Basic Life Support Course
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Published:
Nov 30, 2022
Keywords:
blended learning, flipped classroom, knowledge, self-efficacy, BLS course
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Abstract
Introduction: The blended learning with flipped classrooms combination may propose a more effective and efficient way to share information in the course sessions. However, a scientific-based investigation is required to confirm its effect on knowledge and self-efficacy improvement during the BLS course learning sessions.
Methods: This was a quasi-experimental study with a pre-post test design, enrolling nurses who were participating in BLS Courses. Participants were assigned into two groups: a control group with Blended learning (BL) or conventional learning approach (n=30) and an experimental group with Blended Learning with Flipped Classroom (BLFC) (n=30). A knowledge questionnaire from the American Heart Association (AHA) Guidelines and a Self-Efficacy questionnaire of Resuscitation Self-Efficacy Scale (RSES) were employed to gather the study data. Data were then analyzed using the SPSS with the mean, median, Wilcoxon, and Mann-Whitney tests.
Results: Wilcoxon test revealed a significant mean difference in knowledge and self-efficacy in the BL group with a p-value of 0.000 and 0.000, respectively. Further, the Mann-Whitney test showed mean differences between groups, with p=0.084 in the knowledge and p=1.000 in the self-efficacy variable.
Conclusion: Significant changes in knowledge and self-efficacy before and after the course sessions were observed in the BL and BLFC groups. However, findings yielded insignificant differences in the mean and median between groups.
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[1]
F. Jayadi, M. R. Akbar, and A. Nuraeni, “Effectiveness of Blended Learning with Flipped Classroom Method on the Knowledge Level and Self Efficacy among Nurses During the Basic Life Support Course”, Babali Nurs. Res., vol. 3, no. 3, pp. 344-353, Nov. 2022.
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Original Research
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[3] M. Amin, A. Muin Sibuea, and B. Mustaqim, “The Effectiveness of Online Learning Using E-Learning During Pandemic Covid-19,” Journal of Education Technology, vol. 6, no. 2, pp. 247–257, 2022, doi: 10.23887/jet.v.
[4] N. Ö. Keskin and Ö. Öz, “Industry 4.0 Challenges in Open and Distance Education Yabancı Dil Olarak Türkçe Öğretimi İçin Hazırlanan E-Öğrenme Nesnelerinin Kullanılabilirliğinin İncelenmesi View project Distance Education View project,” 2019. [Online]. Available: https://www.researchgate.net/publication/338263760
[5] S. A. Madya and Abdurrahman, “Online Learning Implementation in the Covid-19 Pandemic,” Advances in Social Science, Education and Humanities Research. Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020), vol. 539, 2021.
[6] F. Pambudiwidiatmaka and J. Raharjo, “Blended Learning and Its Impact on Learning Performance: A Study on Vocational Education,” 2021.
[7] M. A. Ashraf et al., “A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions,” Psychol Res Behav Manag, vol. Volume 14, pp. 1525–1541, Oct. 2021, doi: 10.2147/PRBM.S331741.
[8] A. Isti’anah, “The Effect of Blended Learning to the Students’ Achievement in Grammar Class,” IJEE (Indonesian Journal of English Education), vol. 4, no. 1, pp. 16–30, Jun. 2017, doi: 10.15408/ijee.v4i1.5697.
[9] N. Khoiroh, “Pengaruh model pembelajaran blended learning dan motivasi belajar terhadap hasil belajar siswa kelas VIII SMPN 1 Gumukmas,” Jurnal Penelitian Ilmu Pendidikan, vol. 10, no. 2, 2017.
[10] D. Nanindya Wardani, A. J. Toenlioe, and A. Wedi, “Daya Tarik Pembelajaran di Era 21 dengan Blended Learning,” Jurnal Kajian Teknologi Pendidikan, vol. 01, no. 01, 2018.
[11] F. Efendi, C.-M. Chen, A. Kurniati, Nursalam, and A. Yusuf, “The Situational Analysis of Nursing Education and Workforce in Indonesia,” The Malaysian Journal Of Nursing, vol. 9, no. (4), pp. 20–29, Apr. 2018.
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[14] S. Partiprajak and P. Thongpo, “Retention of basic life support knowledge, self-efficacy and chest compression performance in Thai undergraduate nursing students,” Nurse Educ Pract, vol. 16, no. 1, pp. 235–241, Jan. 2016, doi: 10.1016/J.NEPR.2015.08.012.
[15] S. S. Alavi, H. Alaghemandan, M. R. Maracy, F. Jannatifard, M. Eslami, and M. Ferdosi, “Impact of Addiction to Internet on a Number of Psychiatric Symptoms in Students of Isfahan Universities, Iran, 2010,” 2012. [Online]. Available: www.ijpm.ir
[16] S. Desiani, A. Nuraeni, and A. P. Priambodo, “How Do Knowledge And Self-Efficacy of Internship Nursing Students in Performing Cardiopulmonary Resuscitation?,” Belitung Nurs J, vol. 3, no. 5, pp. 612–620, 2017, [Online]. Available: http://belitungraya.org/BRP/index.php/bnj/
[17] G.-J. Hwang, C.-L. Lai, and S.-Y. Wang, “Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies,” Journal of Computers in Education, vol. 2, no. 4, pp. 449–473, 2015, doi: 10.1007/s40692-015-0043-0.
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[19] A. Cheng et al., “Part 6: Resuscitation education science: 2020 american heart association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care,” Circulation, vol. 142. Lippincott Williams and Wilkins, pp. S551–S579, 2020. doi: 10.1161/CIR.0000000000000903.
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[21] M. Yunus, A. Mishra, H. Karim, V. Raphael, G. Ahmed, and C. Myrthong, “Knowledge, attitude and practice of basic life support among junior doctors and students in a tertiary care medical institute,” Int J Res Med Sci, pp. 3644–3650, 2015, doi: 10.18203/2320-6012.ijrms20151416.
[22] Cari, M. Nasir, W. Sunarno, and F. Rahmawati, “Flipped classroom using e-module to improve understanding of light concepts: Needs analysis of e-module development to empower scientific explanation,” in Journal of Physics: Conference Series, Jan. 2022, vol. 2165, no. 1. doi: 10.1088/1742-6596/2165/1/012040.
[23] J. Subhlok and J. L. Leasure, “Video supported flipped classroom Performance Modeling for parallel applications under failure View project Interactive Effects of Alcohol and Exercise on the Brain View project,” 2018. [Online]. Available: https://www.researchgate.net/publication/332708832
[24] Chaeruman Uwes Anis, “Alur Belajar: Meningkatkan Interaktivitas Pembelajaran Daring,” 2017. [Online]. Available: https://www.researchgate.net/publication/323676111
[25] C. Li, J. He, C. Yuan, B. Chen, and Z. Sun, “The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis,” Nurse Educ Today, vol. 82, pp. 51–57, Nov. 2019, doi: 10.1016/j.nedt.2019.08.004.
[26] N. Hidayah, W. Ahli, M. Bpsdm, and A. Penulis Korespondensi, “Efektifitas Blended Learning dalam Proses Pembelajaran,” 2020. [Online]. Available: https://edukasi.kompas.com/read/2012/06/06/11503150/Perpaduan.Tatap.Mukadan.Kuliah
[27] J. Castillo García, M. Cerdà Vila, X. de Balanzó Fernández, S. Quintana Riera, E. Ferrés-Amat, and E. Rodríguez Higueras, “Standard basic life support training of the European Resuscitation Council versus blended training: a randomized trial of a new teaching method,” Emergencias, vol. 32, no. 1, p. 45—48, Feb. 2020, [Online]. Available: http://europepmc.org/abstract/MED/31909912
[28] R. Sadeghi, M. M. Sedaghat, and F. S. Ahmadi, “Comparison of the Effect of Lecture and Blended Teaching Methods on Students’ Learning and Satisfaction,” Journal of advances in medical education & professionalism, vol. 2, no. 4, pp. 146–150, 2014.
[29] H. Bylow, T. Karlsson, A. Claesson, M. Lepp, J. Lindqvist, and J. Herlitz, “Self-learning training versus instructor-led training for basic life support: A cluster randomised trial,” Resuscitation, vol. 139, pp. 122–132, Jun. 2019, doi: 10.1016/j.resuscitation.2019.03.026.
[30] P. D. Sutrisno, A. M. Mona, and P. Berchah, “The Problems of Implementing Blended Learning Class in Civic Education Students, University of Lampung,” Universitas Journal of Educational Reserach, vol. 8, no. 3, 2020.
[31] A. T. Wulandari, K. Mintaroem, and T. Suharsono, “Apps ‘SIPITUNG’: Flipped-classroom training in basic cardiopulmonary life support,” MEDISAINS, vol. 18, no. 2, p. 63, Aug. 2020, doi: 10.30595/medisains.v18i2.7650.
[32] K. L. Graham, A. Cohen, E. E. Reynolds, and G. C. Huang, “Effect of a Flipped Classroom on Knowledge Acquisition and Retention in an Internal Medicine Residency Program,” J Grad Med Educ, vol. 11, no. 1, pp. 92–97, Feb. 2019, doi: 10.4300/JGME-D-18-00536.1.
[33] M. Abdul, “Blended Learning Dalam Pengembangan Pembelajaran Suatu Tuntutan Guna Memperoleh Keterampilan Abad ke-21,” Jurnal FKIP Unipa Surabaya, vol. XV, no. 28, 2019.
[34] L. Rahmadani, M. Fadilah, R. Darussyamsu, R. Fitri, and S. Alicia Farma, “Analisis Penerapan Flipped Learning dalam Pembelajaran,” Journal on Teacher Education, vol. 3, no. 3, pp. 381–387, 2022.
[35] A. E. Franklin and C. S. Lee, “Effectiveness of simulation for improvement in self-efficacy among novice nurses: A meta-analysis,” Journal of Nursing Education, vol. 53, no. 11, pp. 607–614, 2014, doi: 10.3928/01484834-20141023-03.