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Obrnjeno učenje v zdravstveni negi: prednosti in priložnosti : pregled literature
Hajdarević, Amir (Author), Kvas, Andreja (Mentor) More about this mentor... This link opens in a new window, Milavec Kapun, Marija (Co-mentor)

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Abstract
Uvod: Obrnjeno učenje je sožitje med tehnološko podprtim izobraževanjem in tradicionalnim načinom, ki študentu omogoča stik z vsebino predmeta, še preden se predavanja začnejo. Spodbuja samostojno usmerjeno učenje s pomočjo tehnologije. Na ta način pridejo študenti pripravljeni na predavanja in v času šolske ure poglabljajo znanje oziroma razrešujejo nejasnosti. Obrnjeno učenje je eden izmed pedagoških pristopov, ki je sam po sebi zelo fleksibilen in uporaben na različnih ravneh ter smereh izobraževanja. Namen: Namen diplomskega dela je podrobneje predstaviti obrnjeno učenje. Poudarek je na predstavitvi vključevanja video vsebin v izobraževanje in predvsem na prednostih obrnjenega učenja v primerjavi s tradicionalnim načinom, osredotoča pa se tudi na to, kako študentom in visokošolskim učiteljem zdravstvene nege uporaba modela obrnjenega učenja izboljša proces izobraževanja. Metode dela: Uporabljena je bila opisna metoda dela s pregledom domače in tuje strokovne ter znanstvene literature. V analizo smo vključili literaturo iz obdobja od leta 1984 do leta 2016. Literaturo smo iskali s pomočjo Vzajemne bibliografsko-kataložne baze COBIB.SI in bibliografskih podatkovnih baz CINAHL (Comulative Index to Nursing and Allied Health Literature) with Full Text, ERIC (Education Resources Information Center) in PubMed. Rezultati: Analizirali smo 14 relevantnih člankov, ki so obravnavali prednosti obrnjenega učenja v zdravstveni negi ter uporabo video vsebin. Ugotovili smo, da so z uporabo obrnjenega učenja študenti dosegali enako uspešne oziroma v nekaterih primerih celo boljše študijske rezultate. Komunikacija med študenti in učitelji se je izboljšala in poglobila. Študenti so z uporabo obrnjenega učenja razvili bolj kritično razmišljanje o vsebinah zdravstvene nege. Razprava in sklep: Takšno kombinirano aktivno učenje izboljša akademsko predstavo poklica, izboljša se sam proces izobraževanje z aktivno vlogo študentov. Model obrnjenega učenja je še zelo nov in ne toliko raziskan način poučevanja na področju zdravstvene nege. Končno znanje in zadovoljstvo študentov prikazujeta veliko več prednosti kot pomanjkljivosti v procesu izobraževanja, zato ga je smiselno vključevati v izobraževalne procese na področju zdravstvene nege in tako nadomeščati tradicionalni način poučevanja. Pri izdelavi videoposnetkov si je priporočljivo vnaprej napisati scenarij, da je govor čim bolj razločen in tekoč. Učitelj naj ne bo viden na videoposnetkih, študenti naj imajo dovolj časa za pregled vsebin, videoposnetki pa naj bodo kratki in enostavni za razumevanje.

Language:Slovenian
Keywords:tradicionalno izobraževanje, medicinska sestra, visokošolsko izobraževanje, študenti, video
Work type:Bachelor thesis/paper (mb11)
Organization:ZF - University College of Health Studies
Year:2017
COBISS.SI-ID:5258859 Link is opened in a new window
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Downloads:845
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Secondary language

Language:English
Title:Flipped learning in nursing: benefits and opportunities : a literature review
Abstract:
Introduction: Flipped learning is a coexistence between technologically supported education and classical education that allows students to get familiar with the subject's content before the classes even begin. It encourages independent learning with the help of technology, so students can come to the lessons prepared and during the class only deepen their knowledge or solve different problems. Flipped learning is one of the pedagogical approaches that is very flexible and useful on many levels and in many courses of education. Purpose: The purpose of the thesis is to present flipped learning in greater detail. The emphasis is on the presentation of integrating videos into education and mostly on the advantages of flipped learnig in comparison with classical education. It also focuses on how flipped learning can improve the process of education for the students and teachers of nursing. Methods: In this thesis there was used a descriptive method with an overview and analysis of technical and scientific literature during the years of 1984 and 2016. The search for the literature was made in the data bases CINAHL, the union bibliographic-catalogue database COBIB.SI, ERIC and PubMed. Results: We analysed 14 relevant articles that dealt with the advatages of flipped learning in nursing and the use of videos. We found out that with the use of flipped learning students got the same or even better grades, communication between teachers and students improved and deepenend and students developed more critical thinking about the contents of nursing. Discussion and Conclusion: This combined active learning improves the academic view of the profession and the process of learning with the student having an active role. The model of flipped learning is still a new and not very examined way of learning in nursing. Final knowledge and students' satisfaction show more advantages than disadvantages of it so it would be smart to include it into teaching nursing and substitute the classical way of teaching with it. When making video, you should write a script beforehand, so that the speech is clear and flowing. A teacher should not be seen in a video, student should have enough time to go through the contents, videos should be short and easy to understand.

Keywords:classical education, a nurse, higher education, students, video

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