Effect of Flipped Learning Simulation Practice Education: Posterior Neonatal Respiratory Distress Syndrome

Abstract

This study aimed to verify the effectiveness of flipped learning simulation practice education for children with neonatal respiratory distress syndrome and to explore efficient practical education methods in pediatric nursing. The research design used a post-experimental design method with unequal groups and a time lag. The study participants consisted of 32 in the experimental group and 31 in the control group, a total of 63 participants. Data analysis was performed using IBM SPSS v. 21.0. The difference in baseline characteristics between the two groups was tested using t-tests, X2-tests, and Fisher's exact tests. There was no significant difference between the experimental and control groups in the homogeneity test. However, the group that participated in the flipped learning simulation practice education showed statistically significant results in terms of learning immersion (t=-4.083, p<.001) and problem-solving ability (t=-8.906, p<.001). However, there were no statistically significant differences in learning satisfaction (t=-1.581, p=.119) and self-efficacy (t=.144, p=.886). These results suggest that if various simulation programs applying flipped learning are developed and applied in future simulation practice education, it could potentially be utilized as an effective educational intervention. This is where the significance of this study lies.