Assess the feasibility of flipped classroom pedagogy in undergraduate nursing education in Sri Lanka: A mixed-methods study

Abstract

Background The nursing education system has evolved with an increased emphasis on student-centred education, such as implementing flipped classroom pedagogy. Given the promising positive educational outcomes, the trend of using flipped classroom pedagogy has become increasingly popular in undergraduate nursing education. However, little is known about how these flipped classroom methods impact on nursing educational practices in limited-resource settings situated in South Asia. Objective To assess the feasibility of implementing flipped classroom pedagogy in undergraduate nursing education from the nursing students’ perspective. Methods This mixed-methods study employed a quantitative survey and six focus group discussions conducted in three state universities in Sri Lanka. The Nursing Students’ Readiness for Flipped Classroom (NSR-FC) questionnaire was used to collect quantitative data. The semi-structured focus group discussions were conducted by using 18 reflective and open-ended questions. Descriptive statistics and multivariate analysis of variance methods were employed when analysing quantitative data. An inductive thematic analysis approach was used to summarize the focus group discussions. Results The questionnaire survey revealed that nursing students reported high levels of personal, technical, and pedagogical readiness across all three universities, while environmental readiness was perceived as low. The inductive thematic analysis identified three themes, namely: enablers, challenges, and benefits. Specifically, nursing students valued the student-centred approach. They were ready to utilize their own devices to overcome limited technological provision; however, a short training session about how to engage in the flipped classroom was desirable. Also, their exposure to basic educational technology was perceived as adequate and they were aware of the positive outcomes of flipped classroom pedagogy. Conclusion Nursing students were ready to enrol in a flipped classroom programme. The provision of technological resources in the education environment was identified as a great challenge for flipped classroom implementation. Overall, the findings indicate there are promising feasibilities for the flipped classroom implementation.

The impact of the transition from flipped classroom to online lectures on learning outcomes and student satisfaction in a rehabilitation medicine clerkship during the COVID-19 pandemic

“…It was consistent with Principle 4 of Lo and Hew, which suggested using instructional videos to aid students’ pre-class learning in online flipped classrooms [ 21 ]. Some students expressed that learning through reading was uninteresting [ 28 ]. The advantages of a web-based video were the ability to control its playback based on the learner level, the reduction in learning burden by mentioning core content, and the ability to access it at any place and time [ 9 , 28 , 29 ].…”

“…Some students expressed that learning through reading was uninteresting [ 28 ]. The advantages of a web-based video were the ability to control its playback based on the learner level, the reduction in learning burden by mentioning core content, and the ability to access it at any place and time [ 9 , 28 , 29 ]. Therefore, understanding learning styles aided instructors to created multimodal study materials [ 24 ].…”

Developing and evaluating an educational web-based tool for health professions education: the Flipped Classroom Navigator

“…This step began with a needs assessment of the FCP in reference to an undergraduate health profession educational context. A baseline survey was conducted to identify the users’ needs and available resources for utilizing FCN [ 6 , 7 ]. Based on this, intended learning outcomes were developed for the FCN educational website.…”

“…For example, “What is happening in a flipped classroom?” and “How the flipped classroom differs from a traditional classroom?”. Participants’ readiness to learn in the FCN was assessed before starting the development process, where they exhibited their willingness to participate in FCP training [ 6 , 7 ].…”

“…Flipped classroom pedagogy (FCP) is a relatively new concept and involves using several educational technologies, such as screen and video recorders, a learning management system, online quizzes, and social media platforms [5]. There is growing interest among teachers and students in undergraduate Open Access *Correspondence: p.youhasan@auckland.ac.nz; youhasanp@esn.ac.lk health professional education (HPE) in introductory training in FCP [6,7]. Thus, it is vital to develop attractive, flexible, and asynchronous training for clinical teachers and students who may be experiencing time challenges when balancing academic and clinical responsibilities [8].…”