“Interacting with the material differently”: A mixed methods study exploring nursing student engagement and satisfaction with a flipped classroom approach

Carolyn R. Smith, Elizabeth G. Keller


Engagement is critical for students to meet learning outcomes, yet modern classrooms face challenges with engagement when using a traditional didactic approach. Alternative options include using a flipped classroom where students review content prior to class, and teachers use in-class activities to increase application, analysis, and synthesis of information. This study aimed to (1) explore for changes in student engagement, and satisfaction, and achievement among students in a flipped classroom learning environment between mid and end of semester; and (2) to further explain quantitative results through qualitative student feedback. A convergent mixed methods design was used to recruit sixty-four nursing students in a Midwest U.S. College of Nursing, who completed a survey at mid and end of semester in the Fall of 2015. Students were also given the opportunity to participate in a focus group (n = 36) after the final survey. Most students were satisfied with the flipped classroom approach including before class materials, knowledge check quizzes using real-time response software, and the group test activity. However, participants were unsatisfied with reflective journal writing and group-based in class learning activities. Qualitative focus group data provided an explanation of quantitative results by identifying aspects of the flipped classroom viewed as helpful or not. Themes included small groups, enthusiastic teacher, repetition and application, doubling up on work, engaging, and dislike for course topic. More research is needed on pedogeological approaches to engage modern students, so they are prepared for nursing practice after graduation. The flipped classroom approach, which leverages multiple learning strategies, may be valuable to engage students and promote application of content.

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DOI: https://doi.org/10.5430/jnep.v13n8p38

Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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