Student Perception of the Flipped Classroom in Nursing Education

Research output: Contribution to journalArticle

Abstract

As nurse educators consider new pedagogy for teaching nursing, the students' views and perceptions must be considered. Many studies and commentaries have been written to date on the flipped classroom in nursing education, but few have used research methods to tease out student views of this teaching approach. The purpose of this study was to investigate student perceptions of the flipped classroom using a phenomenological approach. Students who had experienced traditional lecture instruction and the flipped classroom in the same semester were asked about their perceptions and comparisons of the two instructional methods. Qualitative analysis of fifteen individual interviews and two focus groups revealed seven themes, each encompassing a rich data set to inform nurse educators about student perceptions of the flipped classroom. This research informs educators on the effects of launching innovative teaching and learning strategies while considering the audience within the classroom.

Original languageEnglish (US)
Article number20190054
JournalInternational journal of nursing education scholarship
Volume16
Issue number1
DOIs
StatePublished - Jan 1 2019

Fingerprint

Nursing Education
Teaching
nursing
Students
classroom
educator
education
student
Nurses
nurse
Nursing Students
Focus Groups
Research
teaching strategy
learning strategy
Learning
semester
Interviews
research method
instruction

Keywords

  • Phenomenology
  • flipped classroom
  • nursing education
  • qualitative research
  • student perspective

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

Student Perception of the Flipped Classroom in Nursing Education. / Hessler, Karen Lee.

In: International journal of nursing education scholarship, Vol. 16, No. 1, 20190054, 01.01.2019.

Research output: Contribution to journalArticle

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