An examination of the role of flipped classroom techniques in improving nursing education in University of Jos College of Nursing
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- NGN 5000
Background of the Study
Flipped classroom techniques have gained prominence in educational settings, particularly in higher education, as a method that shifts the traditional learning paradigm. In the flipped classroom, students engage with learning materials outside of class (often through videos or reading) and class time is reserved for active learning activities, such as discussions, problem-solving, and hands-on practice. This model is seen as a means to foster deeper learning by encouraging students to take responsibility for their learning and apply knowledge in practical contexts. In nursing education, where both theoretical knowledge and clinical skills are critical, flipped classroom techniques can enhance student engagement, critical thinking, and the application of knowledge to real-world scenarios (Babayigit & Kavakli, 2023).
The University of Jos College of Nursing has been incorporating various teaching strategies to improve the learning outcomes of its nursing students. The implementation of flipped classroom techniques has shown promise in nursing education as it allows students to review content at their own pace before engaging in collaborative learning during class. This approach can potentially address the challenges of traditional lecture-based teaching methods, which often result in passive learning. By engaging nursing students in active learning, flipped classrooms can enhance their clinical reasoning, improve communication skills, and encourage teamwork—all essential competencies in nursing practice (Johnson et al., 2024).
Despite the potential benefits, the effectiveness of flipped classrooms in nursing education is still a topic of ongoing research, particularly in African settings. This study aims to investigate the role of flipped classroom techniques in improving nursing education at the University of Jos College of Nursing and to explore how this teaching method can impact students' academic performance, engagement, and clinical competence.
Statement of the Problem
Nursing students at the University of Jos College of Nursing are exposed to traditional lecture-based teaching methods that may not fully engage students or promote critical thinking. While the flipped classroom model has been successful in other educational contexts, there is limited research on its effectiveness in nursing education within the University of Jos setting. This study aims to examine the role of flipped classroom techniques in enhancing nursing education and whether it leads to improved learning outcomes, engagement, and the development of clinical competencies.
Objectives of the Study
1. To evaluate the impact of flipped classroom techniques on nursing students’ academic performance at University of Jos College of Nursing.
2. To assess the level of engagement and participation of nursing students in flipped classroom settings.
3. To examine the influence of flipped classroom techniques on the development of clinical competencies among nursing students.
Research Questions
1. How do flipped classroom techniques impact nursing students' academic performance at University of Jos College of Nursing?
2. To what extent do flipped classroom techniques improve nursing students’ engagement in learning activities?
3. How do flipped classroom techniques contribute to the development of clinical competencies among nursing students?
Research Hypotheses
1. Nursing students exposed to flipped classroom techniques perform better academically than those taught using traditional methods.
2. There is a positive relationship between flipped classroom techniques and nursing students’ engagement in learning activities.
3. Flipped classroom techniques significantly enhance the development of clinical competencies among nursing students.
Scope and Limitations of the Study
This study will focus on nursing students at the University of Jos College of Nursing, specifically those exposed to flipped classroom techniques. Limitations include the potential challenge of measuring the impact of flipped classrooms on clinical skills and the variability in students’ prior exposure to this teaching method.
Definitions of Terms
• Flipped classroom: A teaching approach where students engage with learning content outside of class and participate in interactive, application-based activities during class.
• Nursing education: The academic and clinical training required to become a professional nurse, involving both theoretical instruction and practical experience.
• Clinical competencies: The practical skills and abilities required for effective nursing practice, such as patient assessment, care planning, and decision-making.
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