American Journal of Nursing Research
ISSN (Print): 2378-5594 ISSN (Online): 2378-5586 Website: Editor-in-chief: Apply for this position
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American Journal of Nursing Research. 2019, 7(6), 991-994
DOI: 10.12691/ajnr-7-6-12
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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


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.

active lecture learning experience flipped class traditional lecture students satisfaction

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