Background: This study is a meta-analysis confirming the effect size of clinical competence, critical thinking ability, self-directedness, and learning satisfaction, the outcome variables of flipped learning applied to nursing education. Methods: We selected 18 related studies that analyzed data using CMA (Comprehensive Meta-Analysis 2.2). Results: The effect size of the entire study was Hedges’ g = 0.68 (95% CI = 0.43~0.92). The heterogeneity of the overall effect size was I² = 90.7% (Q = 246.67, p < 0.001); critical thinking ability had an effect size of Hedges’ g = 0.87, learning satisfaction of Hedges’ g = 0.79, clinical competence of Hedges’ g = 0.53, and self-directedness of Hedges’ g = 0.37. The differences were statistically significant. Conclusion: Flipped learning can effectively improve nursing students’ clinical competence, critical thinking ability, self-direction, and learning satisfaction.

(1) Purpose: This study aimed to explore the mediating effect of insecure adult attachment on the relationship between smartphone addiction and self-directed learning in university students. (2) Methods: In total, 235 university students participated in this study. Data analysis was carried out through a three-stage verification procedure: Sobel test using technical statistics, Pearson correlation, and multiple regression analysis. (3) Results: Smartphone addiction was positively correlated with insecure adult attachment, attachment anxiety, and self-directed learning, whereas self-directed learning had a significant negative correlation with insecure adult attachment and attachment anxiety. Insecure adult attachment had a mediating effect on the relationship between smartphone addiction and self-directed learning. (4) Conclusion: Higher levels of smartphone addiction indicated higher levels of insecure adult attachment and reduced self-directed learning ability. Therefore, while the prevention of smartphone addiction is critical for improving self-directed learning skills, programs should be developed to foster the formation of secure adult attachment among university students.

박인희, et al. Korean J Adult Nurs. 2018 Feb;30(1):18-29. https://doi.org/10.7475/kjan.2018.30.1.18

Objective: In this study, we aimed to examine differences in the clinical performance, problemsolving ability, and critical thinking disposition of dental hygiene students according to their general characteristics and major satisfaction scores. We also investigated changes before and after participation in a simulation-based scaling practice program and analyzed correlations among the three variables. Methods: A total of 46 dental hygiene students participated in the study. A structured simulation program was applied and pre- and post-surveys were conducted to measure clinical performance, problem-solving ability, and critical thinking disposition. Data were analyzed using t-tests, ANOVA, paired t-tests, and Pearson’s correlation coefficients. Results: Participants with higher major satisfaction scores had significantly higher scores for all three variables. After the simulation program, clinical performance and problem-solving ability significantly improved (p<0.05), whereas critical thinking disposition showed no statistically significant change. All three variables were positively correlated (p<0.01). Conclusions: Simulation-based education effectively improved the clinical and problem-solving skills of dental hygiene students. Long-term reflective learning strategies are required to enhance critical thinking disposition. Educational programs should focus on developing integrated thinking skills and creating an environment that boosts motivation and satisfaction.