American Journal of Nursing Research
ISSN (Print): 2378-5594 ISSN (Online): 2378-5586 Website: http://www.sciepub.com/journal/ajnr Editor-in-chief: Apply for this position
Open Access
Journal Browser
Go
American Journal of Nursing Research. 2019, 7(6), 991-994
DOI: 10.12691/ajnr-7-6-12
Open AccessArticle

Comparison of Undergraduate Nursing Student Satisfaction in Flipped Class (FC), Active Lecture Class (ALC) and Traditional Lecture Class (TLC)

Hawazen Rawas1,

1College of Nursing – Jeddah, King Saud bin Abdulaziz University for Health Sciences, King Abdulaziz Medical City, National Guard Health Affairs, Mail Code 6565, P.O.Box.9515 Jeddah, 21423, Kingdom of Saudi Arabia

Pub. Date: October 15, 2019

Cite this paper:
Hawazen Rawas. Comparison of Undergraduate Nursing Student Satisfaction in Flipped Class (FC), Active Lecture Class (ALC) and Traditional Lecture Class (TLC). American Journal of Nursing Research. 2019; 7(6):991-994. doi: 10.12691/ajnr-7-6-12

Abstract

Background: In recent years, different educational approaches have been broadly applied to nursing courses. However, a comparison between these approaches and assessing the students’ satisfaction has not been conducted. Aim: This study was designed to compare FC and ALC with the TLC model in teaching Medical-surgical courses to undergraduate nursing students and to assess the student response when they are asked to compare their experiences in FC, ALC, and TLC. Results: The mean age of the study participants was 22.19 ± 2.40. In terms of marital status, the differences between satisfied and unsatisfied students were significant in TLC (p=0.059). A larger number of married students preferred TLC over ALC/FC and the difference between married and unmarried was significant (p=0.036). Regarding residential status, the differences between satisfied and unsatisfied students were significant in TLC (p=0.034). A larger number of rural residents preferred FC over ALC/TLC and the difference between rural and urban residents was significant (p=0.036). In terms of previous GPA scores, the difference between the students preferring FC over ALC/TLC was significant (p=0.008), where a larger number of students preferred FC over other teaching methods. Conclusion: The student satisfaction in FLC, TLC, and ALC varies based on their social/residential statuses as well as their study habits and out of class self-study hours.

Keywords:
active lecture learning experience flipped class traditional lecture students satisfaction

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Bates JE, Almekdash H, Gilchrest-Dunnam MJ. The Flipped Classroom: A Brief, Brief History. InThe Flipped College Classroom 2017 (pp. 3-10). Springer International Publishing.
 
[2]  Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
 
[3]  Green RD, Schlairet MC. Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom. Nurse Education Today. 2017 Feb 28; 49: 122-8.
 
[4]  Lo CK, Hew KF. A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning. 2017 Jan 7; 12(1): 4.
 
[5]  Maxwell KL, Wright VH. Evaluating the Effectiveness of Two Teaching Strategies to Improve Nursing Students’ Knowledge, Skills, and Attitudes About Quality Improvement and Patient Safety. Nursing Education Perspectives. 2016 Sep 1; 37(5): 291-2.
 
[6]  Hanson J. Surveying the experiences and perceptions of undergraduate nursing students of a flipped-classroom approach to increase understanding of drug science and its application to clinical practice. Nurse education in practice. 2016 Jan 31; 16(1): 79-85.
 
[7]  Betihavas V, Bridgman H, Kornhaber R, Cross M. The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse education today. 2016 Mar 31; 38: 15-21.
 
[8]  Krieg A. What's in a name? Importance of student perceptions of an instructor knowing their name. In2017 AAAS Annual Meeting (February 16-20, 2017) 2017 Feb 18.
 
[9]  Smith MK, Wood WB, Adams WK, Wieman C, Knight JK, Guild N, Su TT. Why peer discussion improves student performance on in-class concept questions. Science. 2009 Jan 2; 323(5910): 122-4.
 
[10]  Liao SN, Griswold WG, Porter L. Impact of Class Size on Student Evaluations for Traditional and Peer Instruction Classrooms. InProceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education 2017 Mar 8 (pp. 375-380). ACM.
 
[11]  Morales KA. Active Learning Strategies to Enhance Nursing Students' Knowledge of Pharmacology. Nursing Education Perspectives. 2017 Jan 10.
 
[12]  McPherson C, MacDonald C. Blending Simulation-Based Learning and Interpretative Pedagogy for Undergraduate Leadership Competency Development. Journal of Nursing Education. 2017 Jan 25; 56(1): 49-54.
 
[13]  Bakon S, Craft J, Christensen M, Wirihana L. Can active learning principles be applied to the bioscience assessments of nursing students? A review of the literature. Nurse education today. 2016 Feb 29; 37: 123-7.
 
[14]  Murray AR. Evidence-Based Teaching Strategies for Undergraduate Nursing Students to Deliver Human Trafficking Content. In leadership Connection 2016 (17-20 September) 2016 Sep 20. STTI.
 
[15]  Roca J, Reguant M, Canet O. Learning outcomes of “The Oncology Patient” study among nursing students: A comparison of teaching strategies. Nurse Education Today. 2016 Nov 30; 46: 29-35.
 
[16]  Price AM, Stephens M, Patterson C, Snelgrove-Clarke E, Work F, Chiang V. What are the patterns of personal learning environments (PLE) for undergraduate students undertaking degrees in nursing.2015
 
[17]  Merriman CD, Stayt LC, Ricketts B. Comparing the effectiveness of clinical simulation versus didactic methods to teach undergraduate adult nursing students to recognize and assess the deteriorating patient. Clinical Simulation in Nursing. 2014 Mar 31; 10(3): e119-27.
 
[18]  Simpson V, Richards E. Flipping the classroom to teach population health: Increasing the relevance. Nurse education in practice. 2015 May 31; 15(3): 162-7.
 
[19]  Mudd SS, Silbert-Flagg J. Implementing the Flipped Classroom to Enhance Nurse Practitioner Clinical Decision-Making in the Care of the Pediatric Asthma Patient. Nursing Education Perspectives. 2016 Nov 1; 37(6): 352-3.
 
[20]  Holman R, Hanson AD. Flipped Classroom Versus Traditional Lecture: Comparing Teaching Models in Undergraduate Nursing Courses. Nursing Education Perspectives. 2016 Nov 1; 37(6): 320-2.
 
[21]  N. Efstathiou, C. Bailey. Promoting active learning using Audience Response System in large bioscience classes Nurse Educ. Today, 32 (1) (2012), pp. 91-95
 
[22]  Taylor, S. Ashelford, P. Fell, P. Goacher Biosciences in nurse education: is the curriculum fir for practice? Lecturer's views and recommendations from across the UK J. Clin. Nurs. (2015), pp. 1-10.
 
[23]  Carpenter S, Reddix R, Martin D. Pills, Thrills, and Pharmacology Drills! Strategies to Increase Student Retention in an Entry-Level Nursing Pharmacology Course. Teaching and Learning in Nursing. 2016 Oct 31; 11(4): 179-83.
 
[24]  Gale JL. Flipped Classroom: Student Perception and Learning Outcomes. In Leadership Connection 2016 (17-20 September) 2016 Sep 19. STTI.
 
[25]  Hannay, M., & Newvine, T. (2006). Perceptions of distance learning: A comparison of online and traditional learning. Journal of Online Learning and Teaching, 2(1), 1-11.
 
[26]  Yom, Y. H. (2004). Integration of Internet-based learning and traditional face-to-face learning in an RN-BSN course in Korea. CIN: Computers, Informatics, Nursing, 22(3), 145-152.
 
[27]  O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95.
 
[28]  Jenkins, S. (2015). Flipping the introductory American politics class: Student perceptions of the flipped classroom. PS: Political Science & Politics, 48(4), 607-611.
 
[29]  Wong, T. H., Ip, E. J., Lopes, I., & Rajagopalan, V. (2014). Pharmacy students’ performance and perceptions in a flipped teaching pilot on cardiac arrhythmias. American journal of pharmaceutical education, 78(10), 185.