Flipping an Undergraduate Gerontological Nursing Course: Student Perceptions

Area of Science:

• Nursing Education
• Gerontological Nursing
• Pedagogy

Background:

• Traditional lecture-based learning is common in nursing education.
• Innovative instructional methods are being explored to enhance student engagement and learning outcomes.
• The flipped classroom model offers a potential alternative to traditional teaching.

Purpose of the Study:

• To evaluate student perceptions and satisfaction with a flipped classroom module in a gerontological nursing course.
• To identify student preferences and challenges associated with the flipped classroom format.
• To inform future implementation of flipped classrooms in undergraduate nursing curricula.

Main Methods:

• A flipped classroom instructional method was implemented in an undergraduate gerontological nursing course.
• Student perceptions and satisfaction were assessed using surveys.
• Open-ended questions explored specific aspects of the flipped classroom experience.

Main Results:

• Overall, students reported satisfaction and perceived benefits from the flipped classroom module.
• Some students expressed frustration with the non-passive nature of the active learning environment.
• Qualitative data provided insights into student preferences and difficulties.

Conclusions:

• The flipped classroom model shows promise for gerontological nursing education.
• Addressing student frustration in non-passive settings requires further investigation.
• Additional research should explore the suitability of the flipped classroom for various undergraduate nursing courses.