INNOVATION IN THE COVID-19 PANDEMIC USING THE INQUIRY-BASED LEARNING APPROACH TO IMPROVE ACTIVE LEARNING, CONFIDENCE, AND CRITICAL THINKING OF NURSING STUDENTS

Abstract

Background: Educators and learners at all levels including nursing students have been impacted by Covid-19 pandemic with rapid
adaptations to online learnings. While struggling to face the challenges, a learning innovation is needed to improve students confidence and critical thinking. This study explored the impact of an inquiry-based learning approach using podcast in a first-year undergraduate nursing students on acquisition of knowledge, self-confidence, critical thinking.
Methods: The researchers in this study used a hybrid approach. We will evaluate the effectiveness of this course by a combination of a preand post-test in a quasi-experimental design and an in-depth interview to gauge students' knowledge gains, self-assurance, and critical thinking progress.
Results: The quantitative results revealed an enhancement in students’ self confidence and knowledge acquisition. After the intervention, students who were highly self-confident increased from 52% in pre-simulation to 91%, while the the average of online midterm and final exam test score was 8.6/10 ± 1 (n 27) and 95% ± 5% (n 27) for students in the intervention group compared to only 6.0/10 ± 1 (n 27) and 65% ± 5% (n 27) for students in the control group. The students from the intervention group found the combination of podcast media in learning methods very helpful, beneficial and reported their satisfaction.
Conclusions: The inquiry learning method experience in combination with podcasts was an accepted form of learning innovation and
provided new teaching strategies for students in times of pandemic to acquire knowledge more actively and develop their critical thinking.