Factors and Strategies in the Implementation of Flipped Classrooms Among Nursing Students
https://doi.org/10.70228/YJHER2024003
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ABSTRACT
The flipped classroom represents a progressive pedagogical approach prioritizing active student engagement and participation through pre-class preparation. This study aimed to investigate the factors and strategies influencing the implementation of the flipped classroom model within nursing education reform. Employing a quantitative descriptive design, data were gathered using a survey questionnaire administered to undergraduate nursing interns at a hospital in China, with a sample size of 169 participants selected through simple random sampling. Demographically, the study found that most participants were female, and a significant portion fell within the 20-22 age range. Approximately 47.3% reported having one year or more of experience with the flipped classroom, 37.6% had reliable internet access, and 42% possessed three or more electronic devices. The overall implementation of equipment and resources and teacher and student involvement in the flipped classroom was reported to be high, reflecting robust adoption within the curriculum. Specifically, the study revealed a very high level of implementation of flipped classroom strategies within the context of nursing curriculum reform. Notably, while there was no significant correlation between the implementation of equipment and resources and variables such as gender, age, internet connectivity, or device ownership, there was a significant association with the duration of exposure to the flipped classroom model. Furthermore, the study identified gender-related differences in the strategies employed for flipped classroom implementation. However, no significant disparities were found based on gender, internet connectivity, or the number of digital devices among undergraduate nursing students. However, there was a noteworthy divergence in strategies based on the length of experience with the flipped classroom. Overall, among the key influencing factors—equipment and resources, teachers, and students—teachers emerged as the most influential in shaping the meaningfulness of the flipped classroom experience for nursing trainees. Their pivotal role underscores the importance of educator engagement and facilitation in optimizing the benefits of this innovative educational approach.
Keywords: factors, strategies, flipped classroom, nursing student
Volume 12 Issue 1, 2024 EDITION
Published 2024
Editor's Note
We are delighted to present this new issue (Vol. 12 Issue 1) of the Journal of Higher Education Research, featuring contributions that explore critical topics in nursing education, professional practice, literacy development, educational leadership, and holistic care. Each study reflects the dedication of our authors to addressing the evolving challenges in these fields. Yaqi and Chua examine the impact of human resource challenges and professional quality of life among hospital nurses during the COVID-19 pandemic, offering practical insights to improve nurse well-being. Similarly, Peng and Diva investigate secondary traumatic stress among psychiatric nurses, highlighting the role of organizational support and coping strategies in fostering resilience in high-pressure environments, especially those with high seniority and professional titles. Su and Lachica investigate subhealth determinants among Chinese nursing graduate students, highlighting the significant impact of lifestyle choices and stress management on their well-being. Meanwhile, Zhang and Dolendo examine the academic performance of nursing students engaged in online practice, offering valuable recommendations for enhancing virtual learning in healthcare education. Flipped classrooms are gaining traction as an innovative educational approach, and the work of Zhou and Young identifies factors and strategies influencing the implementation of the flipped classroom model within nursing education reform. Ma and Garcia, meanwhile, take us into the clinical learning landscape through a qualitative study that explores nursing students’ lived experiences, shedding light on their struggles, aspirations, and transformative journeys. Beyond the realm of nursing, this issue also features studies that broaden our understanding of educational practice and leadership. Amazona and Lizada explore public school teachers’ awareness and practices of Cura Personalis—the Jesuit principle of “care for the whole person”—as a basis for developing a “Nurturing the Nurturer” program. Lesondra and Leonor examine Project SCRIBE, a reading intervention grounded in the Language Experience Approach, demonstrating its effectiveness in enhancing reading comprehension, vocabulary, and critical thinking among high school students. Finally, Katalbas and Ramos offer an inspiring narrative inquiry into the journey of a novice principal, revealing the importance of resilience, empathy, and stakeholder trust in shaping effective school leadership. We extend our deepest gratitude to the authors for their invaluable contributions and to our reviewers for their thoughtful and rigorous evaluations. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of the Publication and Engagement Office, for their steadfast support in bringing this issue to fruition. We hope this issue inspires you to reflect on these critical insights, apply them to your practice, and continue advancing research and education in nursing and healthcare. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief