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Using a flipped teaching strategy in undergraduate nursing education: students' perceptions and performance
Shaherah Yousef Andargeery1, Hibah Abdulrahim Bahri2, Rania Ali Alhalwani1
1Nursing Management and Education Department, College of Nursing, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia.
BMC Medical Education
|August 26, 2024
Summary
Flipped teaching significantly improved nursing students' academic performance and learning experiences. Students perceived this interactive strategy as moderately effective, fostering essential nursing competencies.
Area of Science:
- Nursing Education
- Pedagogy
- Higher Education
Background:
- Flipped teaching is an interactive strategy promoting active student engagement and independent preparation.
- It is believed to enhance critical thinking, communication, real-life application, and lifelong learning skills.
- This study explored student perceptions of flipped teaching and its impact on academic performance.
Purpose of the Study:
- To describe nursing students' perceptions of flipped teaching as an innovative learning strategy.
- To compare academic performance between students in a flipped teaching intervention and a traditional teaching strategy.
Main Methods:
- A quasi-experimental design was employed with intervention and control groups.
- Undergraduate nursing students were recruited using purposive sampling.
Main Results:
- A total of 355 students participated; 70 in the intervention group completed the survey.
- Students reported a moderate level of effectiveness for the flipped teaching strategy.
- A statistically significant difference in mean scores was observed between the intervention (M=83.34) and control (M=75.57) groups.
Conclusions:
- Flipped teaching effectively enhances students' learning experiences and academic outcomes.
- Students perceived flipped teaching positively, noting its role in developing nursing competencies.
- Future research should investigate the impact of flipped teaching on critical thinking and clinical reasoning acquisition.
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