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dc.contributor.authorBingen, Hanne Maria S
dc.contributor.authorSteindal, Simen Alexander
dc.contributor.authorKrumsvik, Rune Johan
dc.contributor.authorTveit, Bodil
dc.PublishedBingen HMS, Steindal SA, Krumsvik R, Tveit B. Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities. Nurse Education in Practice. 2019;35:55-62eng
dc.description.abstractNursing students experience physiology as a challenging subject to learn. A learner-centred approach could enhance their learning. This study explored nursing students' experiences of actively studying anatomy and physiology off-campus within a flipped classroom using various digital tools. The data from focus group interviews and students' reflective notes were analysed using a combination of systematic text condensation and activity systems analysis. In the students' activity system, three tensions were identified: tension between students’ expectations and the teaching design, tension between a wish for more frequent attendance and being on their own and tension between the schedule and time needed. The use of digital tools could have facilitated learning and preparation for the course activities. However, students seemed to depend on social assistance, and they might not be ready to take full responsibility for studying adequately by themselves.en_US
dc.rightsAttribution-NonCommercial-NoDerivs CC BY-NC-NDeng
dc.titleNursing students studying physiology within a flipped classroom, self-regulation and off-campus activitieseng
dc.typePeer reviewed
dc.typeJournal article
dc.rights.holderCopyright 2019 Elseviereng
dc.source.journalNurse Education in Practice

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