American Journal of Nursing Research
ISSN (Print): 2378-5594 ISSN (Online): 2378-5586 Website: Editor-in-chief: Apply for this position
Open Access
Journal Browser
American Journal of Nursing Research. 2019, 7(3), 354-359
DOI: 10.12691/ajnr-7-3-16
Open AccessArticle

Flipped Classroom as a Teaching Strategy and Community Health Nursing Student’s Engagement, Satisfaction and Achievement

Lamia A. Awad1 and Nadia Ahmed El-Adham2,

1Community Health Nursing, Faculty of Nursing, Mansura University

2Community Health Nursing, Faculty of Nursing Fayoum University

Pub. Date: April 17, 2019

Cite this paper:
Lamia A. Awad and Nadia Ahmed El-Adham. Flipped Classroom as a Teaching Strategy and Community Health Nursing Student’s Engagement, Satisfaction and Achievement. American Journal of Nursing Research. 2019; 7(3):354-359. doi: 10.12691/ajnr-7-3-16


Flipped Classroom is a promising alternative to traditional lectures in nursing education, helping nursing students become more involved in classroom activities. Can lead to a high level of student satisfaction, self-speed and independence. The aim of this study was to evaluate the effect of inverted education as a teaching strategy on the participation of students in community nursing, satisfaction and achievement. Design: A quasi-experimental design was used in this study (study and control group). Setting: This study was conducted in faculty of nursing at Fayoum University. Subjects: A total number of students 140 students were enrolled in this study, both sex studies at second semester, fourth year during study of community health nursing course, academic year 2016/2017. Tools: data was collected through self-administer questionnaire sheet which include personal characteristics, students engagement scale: satisfaction scale and achievement questionnaire sheet. Results: Around three quartets (71.4%) of student undergoing flipped classroom as a teaching strategy achieved a moderate level of achievement compared with half (50%) of student undergoing lecture based learning (post test).There were highly statistical significant between pre and posttest of study and control group regarding student satisfaction and engagement. Recommendations: The need for provided deferent innovative educational strategies for students, introduce Flipped Classroom to other courses for students with different class levels and encourage students for using different models of Flipped Classroom as a teaching strategy.

flipped classroom teaching strategy student engagement satisfaction achievement

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Alberta E.. (2013). Indicators of inclusive schools: Continuing the Conversation. Recuperado de schools. Pdf
[2]  Zitomer, M. R. (2016). Creating Inclusive Elementary School Dance Education Environments.‏
[3]  Velegol, S. B., Zappe, S. E., & Mahoney, E. M. I. L. Y. (2015). The Evolution of a Flipped Classroom: Evidence-Based Recommendations. Advances in Engineering Education, 4(3), n3.
[4]  Punja, D., Kalludi, S. N., Pai, K. M., Rao, R. K., & Dhar, M. (2014). Team-based learning as a teaching strategy for first-year medical students. The Australasian medical journal, 7(12), 490.
[5]  Goodwin, B., & Miller, K. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78-80.
[6]  Brown, J. K. (2008). Student-centered instruction: Involving students in their own education. Music Educators Journal, 94(5), 30-35.
[7]  McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). Flipped classroom implementation: a case report of two higher education institutions in the United States and Australia. Computers in the Schools, 33(1), 24-37.
[8]  Shi-Chun, D., Ze-Tian, F., & Yi, W. (2014, April). The flipped classroom–advantages and challenges. In 2014 International Conference on Economic Management and Trade Cooperation (EMTC 2014). Atlantis Press.
[9]  Farah, M. (2014). The Impact of Using a Flipped Classroom Instruction on the Writing Performance of Twelfth Grade Female Emirati Students in the Applied Technology High School (ATHS). Master thesis. The British University, Dubai.
[10]  Gunuc, S. & Kuzu, A. (2015). Student engagement scale: development, reliability and validity. Assessment & Evaluation in Higher Education, 40(4), 587-610.
[11]  Uğur, E. & Akın, A. (2015). The Psychometric Properties of Turkish Version of the Student Engagement Scale. International Journal of Educational Studies, 2(1), 53-59.
[12]  Shermila, J. (2015). Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education – Action Research Report. International Journal of English Language, Literature and Humanities, 3(10), 423-430.
[13]  Johnson, G. (2013). Student Perceptions of the Flipped Classroom. Master Thesis. The University of British Columbia, Okanagan.
[14]  Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
[15]  Sarah Zappe, Robert Lieicht, John Messner, Thomas Litzinger, and Hyeon Woo Lee. (2009). "Flipping" the classroom to explore active learning in a large undergraduate course. In Proceedings, American Society for Engineering Education Annual Conference & Exposition, 2009.
[16]  Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE national conference proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).‏
[17]  Ghaffari, R., Ranjbarzadeh, F. S., Azar, E. F., Hassanzadeh, S., Safaei, N., Golanbar, P., ... & Abbasi, E. (2013). The analysis of learning styles and their relationship to academic achievement in medical students of basic sciences program. Research and Development in Medical Education, 2(2), 73.
[18]  Slavin, R. E. (2004). When and why does cooperative learning increase achievement. The RoutledgeFalmer reader in psychology of education, 1, 271-293.
[19]  Moraros J, Islam A, Yu S, Banow R, and Schindelka B. (2015): Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Med Edu., 28 (15)27.
[20]  Jerri L., Deal B, Hermanns M. (2015). Implementation of a Flipped Classroom: Nursing students’ perspective. Journal of Nursing Education and Practice, 5(6). 25-30.
[21]  Thompson, C. (2013). Emotional intelligence and graduate student satisfaction at online institutions of higher education. (Unpublished Doctoral Dissertation). Walden University, Minneapolis.
[22]  Dhaqane, M. K., & Afrah, N. A. (2016). Satisfaction of Students and Academic Performance in Benadir University. Journal of Education and Practice, 7(24), 59-63.‏
[23]  Blanz, M. (2014). How do study satisfaction and academic performance interrelate? An investigation with students of Social Work programs. European Journal of Social Work, 17(2), 281-292.
[24]  Chi, U. (2014). Classroom Engagement as a Proximal Lever for Student Success in Higher Education: What a Self-determination Framework within a Multi-Level Developmental System Tells Us. Doctoral Thesis, Portland State University.