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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.

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Article

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

1Community Health Nursing, Faculty of Nursing, Mansura University

2Community Health Nursing, Faculty of Nursing Fayoum University


American Journal of Nursing Research. 2019, Vol. 7 No. 3, 354-359
DOI: 10.12691/ajnr-7-3-16
Copyright © 2019 Science and Education Publishing

Cite this paper:
Lamia A. Awad, 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.

Correspondence to: Nadia  Ahmed El-Adham, Community Health Nursing, Faculty of Nursing Fayoum University. Email: nadia.adham5@gmail.com

Abstract

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.

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