A situation-based flipped classroom to improving nursing staff performance in advanced cardiac life support training course

Bieng Yi Chang, Ching Yi Chang, Gwo Haur Hwang, Fan Ray Kuo

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)

Abstract

The Advanced Cardiac Life Support (ACLS) training aims to help nurses establish the basic competence of the comprehension of electrocardiograms (ECG/ EKG). However, learners usually have difficulty memorizing the meanings of different EKG waveforms, which could represent clinical symptoms or even the feeling of dying, via traditional instruction. Some serious problems could lead to death if the nursing staff do not make correct judgments and provide timely treatment. Thus, this paper reports an explorative study investigating the effects of a flipped classroom approach on nursing staffs’ ACLS learning achievement. A 2-week experiment was conducted to compare the learning achievement of the nursing staff who learned with the ACLS situation-based flipped classroom approach to those who learned with the ACLS traditional flipped approach. The experimental results show that the nursing staff who learned with the proposed approach had better learning achievements, motivation, and satisfaction than those who learned with the ACLS traditional flipped approach.

Original languageEnglish
Pages (from-to)1062-1074
Number of pages13
JournalInteractive Learning Environments
Volume27
Issue number8
DOIs
Publication statusPublished - Nov 17 2019
Externally publishedYes

Keywords

  • advanced cardiac life support (ACLS) training course
  • electrocardiogram (ECG/ EKG)
  • Flipped classroom
  • nursing course
  • situated learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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