https://doi.org/10.4081/hls.2024.12061
Improving flipped classroom learning for patients with diabetes mellitus: an exploration into the influence of educational factors
Submitted: 9 November 2023
Accepted: 21 March 2024
Published: 17 April 2024
Accepted: 21 March 2024
Abstract Views: 813
PDF: 113
HTML: 1
HTML: 1
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.
Authors
Patients with diabetes often lack the necessary knowledge, leading to inadequate behavior in preventing wounds. To overcome the limitations of traditional learning methods, it is crucial to adopt the flipped classroom approach for effectively educating diabetic patients about wound prevention. This study aimed to explore the relationship between the environment, learning infrastructure, and the flipped classroom learning method among patients with Diabetes Mellitus (DM). Employing a cross-sectional design, the study encompassed patients with DM aged 40-55 years from both genders. A total of 120 patients were selected through purposive sampling techniques. The variables investigated included education factors and the flipped classroom method, which were assessed using a modified questionnaire developed by the researchers and validated for reliability. Data analysis was conducted utilizing Spearman rank analysis. Concerning education factors, 80% of the participants reported having a supportive environment, while 82.5% indicated having access to good learning infrastructure. Regarding the flipped classroom method, 35.8% of the respondents stated that its application in educating patients with DM in the community was effective. There was a statistically significant relationship between the environment and infrastructure and the flipped classroom approach in patients with DM (p-value<0.05). Enhancing educational factors such as the environment and infrastructure can improve the effectiveness of the flipped classroom method in educating patients with DM. Moreover, promoting health literacy could further enrich the learning experience for diabetic patients, ultimately bettering their behavior and management of the condition. Future research on the flipped classroom learning approach for DM should focus on patient engagement and cultural adaptation to improve overall patient outcomes and the effectiveness of the healthcare system.
Mboi N, Syailendrawati R, Ostroff SM, et al. The state of health in Indonesia’s provinces, 1990–2019: a systematic analysis for the Global Burden of Disease Study 2019. Lancet Glob Heal 2022;10:e1632-45.
Hwei LK. Impact of professional learning communities on teacher professional development in Oman. Malaysian Online J Educ Manag 2015;3:1-23.
Lameras P, Moumoutzis N. Towards the gamification of inquiry-based flipped teaching of mathematics: a conceptual analysis and framework. 2015. Available from: https://ieeexplore.ieee.org/document/7359616
DOI: https://doi.org/10.1109/IMCTL.2015.7359616
Govindaraj A, Silverajah VSG. Blending flipped classroom and station rotation models in enhancing students’ learning of physics. 2017. Available from: https://dl.acm.org/doi/abs/10.1145/3175536.3175543
DOI: https://doi.org/10.1145/3175536.3175543
Cam A, Arslan HO, Cigdemoglu C, et al. Flipped learning model - learning style interaction: supporting pre-service teachers on science teaching methods and personal epistemologies. Sci Educ Int 2022;33:323-34.
DOI: https://doi.org/10.33828/sei.v33.i3.8
Zante B, Hautz WE, Schefold JC. Physiology education for intensive care medicine residents: a 15-minute interactive peer-led flipped classroom session. PLoS One 2020;15.
DOI: https://doi.org/10.1371/journal.pone.0228257
Maxwell KL, Wright VH. Evaluating the effectiveness of two teaching strategies to improve nursing students’ knowledge, skills, and attitudes about quality improvement and patient safety. Nurs Educ Perspect 2016;37:291-2.
DOI: https://doi.org/10.1097/01.NEP.0000000000000043
Tuncer D, Charalambides M. Educational panel experiences with MOOCs and flipped classrooms. In: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 2016.
Shaw R, Patra BK. Cognitive-aware lecture video recommendation system using brain signal in flipped learning pedagogy. Expert Syst Appl 2022;207.
DOI: https://doi.org/10.1016/j.eswa.2022.118057
Sheik Abdullah A, Karthikeyan P, Selvakumar S, Parkavi R. A strategic approach in handling information retrieval course for attaining course outcomes - A case study. J Eng Educ Transform 2021;34:148-53.
DOI: https://doi.org/10.16920/jeet/2021/v34i0/157125
World Health Organization (WHO). Report of the fourth meeting of theWHO Technical Advisory Group on Diabetes. 2023. Available from: https://www.who.int/southeastasia/publications/i/item/9789240071421
Kemenkes RI. Profil Kesehatan Indonesia. Kementrian Kesehatan Republik Indonesia; 2021. Available from: https://kemkes.go.id/id/profil-kesehatan-indonesia-2022
Dinas Kesehatan Provinsi Jawa Tengah. Profil Kesehatan Provinsi Jateng Tahun 2019. Dinas Kesehat Provinsi Jawa Teng 2019;3511351:273-5.
Hardianti D, Adi MS, Saraswati LD. Description of factors related to severity of Diabetic Mellitus patient type 2 (Study in Rsud Kota Semarang). J Kesehat Masy 2018;6:132-40.
Sukartini T, Nursalam N, Pradipta RO, Ubudiyah M. Potential methods to improve self-management in those with type 2 diabetes: a narrative review. Int J Endocrinol Metab 2023;21.
DOI: https://doi.org/10.5812/ijem-119698
Akoit EE, Efendi F, Dewi YS. Impact of diabetes self-management education in middle-aged patients with type 2 diabetes mellitus: a systematic review. Gac Med Caracas 2022;130:S1183-95.
DOI: https://doi.org/10.47307/GMC.2022.130.s5.44
Dong Y, Yin H, Du S, Wang A. The effects of flipped classroom characterized by situational and collaborative learning in a community nursing course: a quasi-experimental design. Nurse Educ Today 2021;105.
DOI: https://doi.org/10.1016/j.nedt.2021.105037
Wassinger CA, Owens B, Boynewicz K, Williams DA. Flipped classroom versus traditional teaching methods within musculoskeletal physical therapy: a case report. Physiother Theory Pract 2022;38:3169-79.
DOI: https://doi.org/10.1080/09593985.2021.1941457
Sezer TA, Esenay FI. Impact of flipped classroom approach on undergraduate nursing student’s critical thinking skills. J Prof Nurs 2022;42:201-8.
DOI: https://doi.org/10.1016/j.profnurs.2022.07.002
Lin CY, Huang CK. Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning. Australas J Educ Technol 2020;36.
DOI: https://doi.org/10.14742/ajet.4549
Limniou M, Schermbrucker I, Lyons M. Traditional and flipped classroom approaches delivered by two different teachers: the student perspective. Educ Inf Technol 2018;23:797-817.
DOI: https://doi.org/10.1007/s10639-017-9636-8
McKeirnan KC, Colorafi K, Kim AP, et al. Study behaviors associated with student pharmacists’ academic success in an active classroom pharmacy curriculum. Am J Pharm Educ 2020;84:1-11.
DOI: https://doi.org/10.5688/ajpe7695
Qin J, Jia Z. Learner-generated behaviours in a flipped learning: a focus on computer culture foundation course. Int J Contin Eng Educ Life-Long Learn 2020;30:1-14.
DOI: https://doi.org/10.1504/IJCEELL.2020.105329
Tanzeh A, Fadhilah DA, Chotimah C, et al. The importance of improving education quality and principal leadership in improving school competitiveness. Malaysian Online J Educ Manag 2021;9:17-31.
McLean S, Attardi SM, Faden L, Goldszmidt M. Flipped classrooms and student learning: Not just surface gains. Adv Physiol Educ 2016;40:47-55.
DOI: https://doi.org/10.1152/advan.00098.2015
Pugsee P. Effects of using flipped classroom learning in object-oriented analysis and design course. 2017. Available from: https://ieeexplore.ieee.org/document/8074130
DOI: https://doi.org/10.1109/UMEDIA.2017.8074130
Silberg J, Bennick M, Caverzagie K, Richards S. How do health systems approach patient experience? Development of an innovative elective curriculum for medical students. Patient Exp J 2020;7:105-9.
Steinberg FM, Batchelor-Murphy MK, Young HM. Supporting family caregivers: no longer home alone: eating for healthy aging. Am J Nurs 2019;119:43-51.
DOI: https://doi.org/10.1097/01.NAJ.0000605360.22194.1f
Ito A, Isohama Y, Watanabe K. Comparison of flipped and traditional lecture-based classrooms for Kampo (traditional Japanese medicine) education in a medical school. Int J Educ Res Open 2022;3:100156.
DOI: https://doi.org/10.1016/j.ijedro.2022.100156
Sullivan-Bolyai S. Familias apoyadas: latino families supporting each other for diabetes care. J Pediatr Nurs 2009;24:495-505.
DOI: https://doi.org/10.1016/j.pedn.2008.07.007
Juul L, Rowlands G, Maindal HT. Relationships between health literacy, motivation and diet and physical activity in people with type 2 diabetes participating in peer-led support groups. Prim Care Diabetes 2018;12:331-7.
DOI: https://doi.org/10.1016/j.pcd.2018.02.005
De Arruda GO, Marcon SS, Aveiro HEP, et al. Effects of self-care supported by nurses in men with type 2 Diabetes Mellitus. Rev Baiana Enferm 2022;36.
DOI: https://doi.org/10.18471/rbe.v36.43380
Songsangyos P, Kankaew S, Jongsawat N. Learners’ acceptance toward blended learning. 2016. Available from: https://ieeexplore.ieee.org/document/7556085
DOI: https://doi.org/10.1109/SAI.2016.7556085
Fitzgerald N, Morgan KT, Slawson DL. Practice paper of the academy of nutrition and dietetics abstract: the role of nutrition in health promotion and chronic disease prevention. J Acad Nutr Diet 2013;113:983.
DOI: https://doi.org/10.1016/j.jand.2013.05.007
Hultsjö S, Hjelm K. Community health-care staff’s experiences of support to prevent type 2 diabetes among people with psychosis: an interview study with health staff. Int J Ment Health Nurs 2012;21:480-9.
DOI: https://doi.org/10.1111/j.1447-0349.2012.00820.x
Youssef GA. 2019 health care & education presidential address: It’s all about access! Diabetes Care 2021;44:1-7.
DOI: https://doi.org/10.2337/dci20-0050
Pulukuri S, Abrams B. Improving learning outcomes and metacognitive monitoring: replacing traditional textbook readings with question-embedded videos. J Chem Educ 2021;98:2156-66.
DOI: https://doi.org/10.1021/acs.jchemed.1c00237
De Villiers R, Hess AC. Melding traditional and progressive andragogy in marketing education, using the hermeneutic competency development strategy. Australas Mark J 2018;26:140-56.
DOI: https://doi.org/10.1016/j.ausmj.2018.05.004
Mottaghi NR, Talkhabi M. Comparative study of Iran and the UK national curriculum based on the principles of mind, brain and education. J Curric Teach 2019;8:46-57.
DOI: https://doi.org/10.5430/jct.v8n1p46
Shatto B, L’Ecuyer K, Quinn J. Retention of content utilizing a flipped classroom approach. Nurs Educ Perspect 2017;38:206-8.
DOI: https://doi.org/10.1097/01.NEP.0000000000000138
Wang X, Dong L, Lyu W, Geng Z. Teaching health assessment symptomatology using a flipped classroom combined with scenario simulation. J Nurs Educ 2020;59:448-52.
DOI: https://doi.org/10.3928/01484834-20200723-05
Soares F, de Moura Oliveira PB, Leão CP. Your turn to learn – flipped classroom in automation courses. Available from: https://repositorium.sdum.uminho.pt/handle/1822/70949
Park EO, Park JH. Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing. Japan J Nurs Sci 2018;15:125-34.
DOI: https://doi.org/10.1111/jjns.12176
Volodina A. Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children. Curr Psychol 2022;0123456789.
DOI: https://doi.org/10.1007/s12144-022-03410-6
Bomberg EM, Neuhaus J, Hake MM, Engelhard EM, Seligman HK. Food preferences and coping strategies among diabetic and nondiabetic households served by US food pantries. J Hunger Environ Nutr 2019;14:4-17.
DOI: https://doi.org/10.1080/19320248.2018.1512926
Bobbink P, Teixeira CM, Charbonneau L, et al. E-Learning and blended-learning program in wound care for undergraduate nursing students. J Nurs Educ 2022;61:53-7.
DOI: https://doi.org/10.3928/01484834-20211203-03
Van Vliet MS, Schultink JM, Jager G, et al. The Baby’s First Bites RCT: Evaluating a vegetable-exposure and a sensitive-feeding intervention in terms of child health outcomes and maternal feeding behavior during toddlerhood. J Nutr 2022;152:386-98.
DOI: https://doi.org/10.1093/jn/nxab387
Shin KS, Lee EH. Relationships of health literacy to self-care behaviors in people with diabetes aged 60 and above: empowerment as a mediator. J Adv Nurs 2018;74:2363-72.
DOI: https://doi.org/10.1111/jan.13738
Ha NT, Sinh DT, Ha LTT. The association of family support and health education with the status of overweight and obesity in patients with type 2 diabetes receiving outpatient treatment: evidence from a hospital in Vietnam. Heal Serv Insights 2021;14.
DOI: https://doi.org/10.1177/11786329211014793
Aksoy B, Pasli Gurdogan E. Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students. Japan J Nurs Sci 2022;19.
DOI: https://doi.org/10.1111/jjns.12469
How to Cite
Suyanto, S., Sukartini, T., Efendi, F., Noor, M. A., Amal, A. I., Wahyuningsih, I. S., Sulistyaningsih, D. R., Susanto, W., & Abrori, A. (2024). Improving flipped classroom learning for patients with diabetes mellitus: an exploration into the influence of educational factors. Healthcare in Low-Resource Settings, 12(3). https://doi.org/10.4081/hls.2024.12061
Copyright (c) 2024 the Author(s)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.