플립러닝을 활용한 팀기반학습이 과업갈등, 관계갈등, 학업탄력성에 미치는 효과

The aim of this study is to apply team-based learning using flipped learning to nursing students and to confirm the effects on task conflict, relationship conflict, and academic resilience. The study design is an experimental study using an nonequivalent control group pretest-posttest non-synchronized design. The subjects of this study were 63 students taking medical terminology classes second-year nursing department at one university in G Metropolitan City, 31 in the control group and 32 in the experimental group. The intervention consisted of providing two medical terminology classes for 50 minutes each, and the experimental group conducted team-based learning using flipped learning, and the control group conducted traditional lectures and team-based learning. The data collection and education intervention period was conducted for about one month from September to October 2022. Data analysis was analyzed using the SPSS WIN 25.0 program by descriptive statistics, chi-square test (χ2 test), Fisher's test, and t-test. As a result of the study, the experimental group participating in team-based learning using flipped learning had significantly lower task conflict (t=3.78, p< .01) and significantly higher academic resilience (t=-3.28, p< .01) than the control group participating in traditional team-based learning, and the hypothesis was partially supported. As a result of investigating the satisfaction level of class of the experimental group, the score of "Flipped Learning Using Pre-Learning Images" was the highest at 4.75± .51. Based on the results of this study, it is proposed to apply flipped learning to nursing students to improve the effectiveness of team-based learning, and it is necessary to verify its effectiveness through repeated studies conducted in a similar way.