목적 플립러닝을 적용한 보건교육학 수업이 간호대학생의 학습동기, 학습관련 자기주도성, 자기효능감, 비판적 사고성향, 문제해결력 및 학습만족도에 미치는 효과를 파악하여 간호교육의 기초자료를 제공하기 위함이다. 방법 연구설계는 단일군 전후 비교실험 연구(one group pre-post design)이며 일개 대학에서 보건교육학 과목을 수강한 2학년간호학과 학생 151명을 대상으로 2022년 9월 1일부터 12월 6일까지의 수업 과정 중에 자료수집을 시행하였다. 자료 분석은SPSS Statistics 22.0 프로그램을 사용하여 기술통계, paired t-test, 피어슨 상관관계, 단계적 회귀분석을 하였다. 결과 플립러닝 수업 후, 학습동기(t=-3.40, p<.001), 학습관련 자기주도성(t=-2.84, p<.005), 자기효능감(t=-2.98, p<.003) 과 학습만족도(t=-3.08, p<.002)는 사전 및 사후에 통계적으로 유의한 차이가 있는 것으로 나타났으며, 문제해결력(t=-1.23, p=.218)과 비판적 사고성향(t=-0.86, p=.390)은 유의한 차이가 없었다. 또한 학습만족도에 영향을 미치는 요인은 학습동기였으며, 이들의 설명력은 40.0%(F=100.95, p<.001)였다. 결론 본 연구를 통해 플립러닝 교수법을 적용한 보건교육학 수업이 효과적인 교수-학습법임이 확인되었다. 간호대학생에게 학습만족도를 높이고 학습역량 강화를 위한 교수학습법 적용의 구체적인 전략이 요구된다.
Objectives The purpose of this study is to provide basic data for nursing education by identifying the effects of health education classes applied with flipped learning on learning motivation, learning-related self-direction, self-efficacy, critical thinking disposition, problem-solving ability, and learning satisfaction of nursing students. Methods The study design is a one group pre-post design, and 151 sophomore nursing students who took health education courses at one university were selected from September 1st to December 6th, 2022. Data collection was conducted during the course of the class. For data analysis, descriptive statistics, paired t-test, Pearson's correlation, and stepwise regression were performed using the SPSS Statistics 22.0 program. Results As a result, learning motivation (t=-3.40, p<.001), learning-related self-direction (t=-2.84, p<.005), self-efficacy (t=-2.98, p<.003) and learning satisfaction ( t=-3.08, p<.002) was significantly higher than the level before flipped learning, and problem-solving ability (t=-1.23, p=.218) and critical thinking disposition (t=-0.86, p=.390) had no significant difference. In addition, the factor influencing learning satisfaction was learning motivation, and their explanatory power was 40.0% (F=100.95, p<.001). Conclusions Through this study, it was confirmed that the health education class applying the flipped learning method is an effective teaching-learning method. A specific strategy for applying teaching and learning methods is required to increase learning satisfaction and strengthen learning competency for nursing students.