eng Science and Education Publishing American Journal of Nursing Research 2378-5586 2019-10-15 7 6 991 994 10.12691/ajnr-7-6-12 AJNR20197612 article Hawazen Rawas rawassha@ngha.med.sa 1 College 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 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. http://pubs.sciepub.com/ajnr/7/6/12/ajnr-7-6-12.pdf active lecture learning experience flipped class traditional lecture students satisfaction