Nursing Students' Experiences of Learning Evidence-Based Practice Through a Flipped Classroom: A Qualitative Study

Area of Science:

• Nursing Education
• Health Professions Education
• Qualitative Research

Background:

• Evidence-based practice (EBP) is crucial for quality nursing care, yet students face barriers to learning it.
• Active learning strategies like the flipped classroom may improve EBP competency development.
• Limited qualitative data exists on nursing students' experiences with flipped classroom EBP learning.

Purpose of the Study:

• To explore undergraduate nursing students' perceptions and experiences of learning evidence-based practice (EBP) using a flipped classroom model.
• To understand how the flipped classroom approach influences the development of EBP competencies and professional identity in nursing students.

Main Methods:

• Qualitative descriptive study involving 20 undergraduate nursing students at the University of Murcia.
• Semi-structured interviews conducted via videoconference and analyzed using reflexive thematic analysis.
• Purposeful maximum variation sampling ensured diverse student representation from second and fourth academic years.

Main Results:

• Students reported a transformation in their understanding of EBP, moving from difficulty to recognizing its practical value.
• The flipped classroom fostered critical thinking, autonomous learning, and the development of an evidence-informed professional identity.
• Engagement and understanding were enhanced, though clinical transfer of EBP learning was influenced by environmental factors.

Conclusions:

• The flipped classroom approach facilitates a transformative learning experience for nursing students in evidence-based practice.
• This pedagogical model promotes critical thinking, self-regulated learning, and the formation of an evidence-oriented professional identity.
• Enhancing information literacy and bridging academic-clinical environments are key for sustainable EBP application.