Nursing students' experiences and perceptions regarding in-class flipped classroom: a mixed-methods study.

Area of Science:

• Medical Education
• Nursing Education
• Pedagogy

Background:

• Traditional flipped classrooms present challenges for nursing students, including workload, time constraints, and unfamiliarity with pre-class activities.
• Pre-class activities in flipped classrooms can cause fatigue and hinder learning outcomes.
• An in-class flipped classroom approach offers a potential solution to mitigate these challenges.

Purpose of the Study:

• To explore nursing students' experiences and perceptions of the in-class flipped classroom.
• To provide insights for reforming nursing professional courses using this innovative teaching method.

Main Methods:

• A mixed-methods study combining quantitative and qualitative approaches.
• Quantitative phase: 107 nursing students completed satisfaction questionnaires.
• Qualitative phase: Semi-structured interviews and focus groups with 57 nursing students analyzed using Colaizzi's method.

Main Results:

• Quantitative findings: High learning satisfaction, with effective knowledge mastery, positive classroom atmosphere, and improved communication/collaboration skills rated highest (median ≥ 4/5).
• Qualitative findings: Five themes emerged—progressive learning, teaching efficiency, skill development, academic/occupational emotions, and areas for improvement.
• Integrated results confirmed data accuracy and rationality.

Conclusions:

• The in-class flipped classroom is an effective teaching strategy that enhances efficiency and effectiveness.
• This approach is highly suitable for reforming teaching methods in nursing practice courses.
• It positively impacts student learning and engagement.