Flipping to Motivate: Perceptions Among Prelicensure Nursing Students

Area of Science:

• Nursing Education
• Pedagogy

Background:

• Flipped learning is a pedagogical approach where traditional lecture and homework elements are reversed.
• Prior research indicates a potential positive impact of flipped learning on student motivation.

Purpose of the Study:

• To investigate the effects of flipped learning on motivation and learning strategies in prelicensure Bachelor of Science in Nursing (BSN) students.
• To test the hypothesis that flipped learning enhances student motivation and learning strategies.

Main Methods:

• A descriptive, comparative study design was employed.
• The Motivated Strategies for Learning Questionnaire and a demographic survey were administered to 25 BSN students.
• Data were collected before and after the implementation of a flipped learning course.

Main Results:

• Significant decreases were observed in mean scores for task value, control of learning beliefs, and help seeking from pretest to posttest.
• These findings suggest a decline in specific motivational and learning strategy components.

Conclusions:

• The study's hypothesis was not supported; flipped learning did not improve motivation and learning strategies in this cohort.
• Further research with larger, diverse student samples in flipped learning environments is recommended to validate these findings.