@article{ajnr20197612,
author={Rawas, Hawazen},
title={Comparison of Undergraduate Nursing Student Satisfaction in Flipped Class (FC), Active Lecture Class (ALC) and Traditional Lecture Class (TLC)},
journal={American Journal of Nursing Research},
volume={7},
number={6},
pages={991--994},
year={2019},
url={http://pubs.sciepub.com/ajnr/7/6/12},
issn={2378-5586},
abstract={<b>Background: </b>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. <b>Aim: </b>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. <b>Results: </b>The mean age of the study participants was 22.19 ¡À 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. <b>Conclusion: </b>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.},
doi={10.12691/ajnr-7-6-12}
publisher={Science and Education Publishing}
}