The impact of flipped classroom techniques on nursing students' engagement in Delta State University Teaching Hospital
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- NGN 5000
Background of the Study
The traditional classroom model of education, where instructors deliver content through lectures and students passively absorb information, has long been the norm in nursing education. However, this method has faced criticism for its lack of active student participation and engagement (Steinert et al., 2023). As nursing education evolves, there is growing interest in more interactive and student-centered approaches, such as the flipped classroom model. In a flipped classroom, the typical roles of in-class and out-of-class activities are reversed. Students engage with learning materials, such as recorded lectures or reading assignments, at home, while classroom time is dedicated to active learning activities, such as discussions, case studies, and collaborative exercises (Bishop & Verleger, 2024).
The flipped classroom approach has been shown to enhance student engagement, promote deeper learning, and foster critical thinking skills. It allows students to take ownership of their learning process and encourages them to apply theoretical knowledge to practical scenarios, which is crucial in nursing education (O'Flaherty & Phillips, 2023). In Delta State University Teaching Hospital (DSUTH), where nursing students undergo both theoretical and clinical training, integrating flipped classroom techniques has the potential to improve student engagement and participation in the learning process. However, the impact of such innovative teaching methods on nursing students’ engagement in this specific context has yet to be explored. This study will assess the effectiveness of flipped classroom techniques in enhancing nursing students' engagement at DSUTH, focusing on how the model influences students' active participation, learning outcomes, and overall academic experience.
Statement of the Problem
While there is a growing body of evidence supporting the use of flipped classroom techniques in various educational settings, the application of these methods in nursing education, particularly in the context of Delta State University Teaching Hospital, remains under-researched. There is limited understanding of how flipped classroom strategies impact nursing students' engagement, participation, and learning outcomes in this environment. This study seeks to address this gap by examining the impact of flipped classroom techniques on nursing students' engagement in DSUTH, providing insights into how this pedagogical approach can be leveraged to enhance nursing education.
Objectives of the Study
1. To evaluate the impact of flipped classroom techniques on nursing students' engagement at Delta State University Teaching Hospital.
2. To examine the relationship between flipped classroom techniques and students' learning outcomes in nursing education.
3. To identify the challenges and benefits associated with implementing flipped classroom techniques in nursing education at DSUTH.
Research Questions
1. How do flipped classroom techniques impact nursing students' engagement at Delta State University Teaching Hospital?
2. What is the relationship between flipped classroom techniques and nursing students' learning outcomes in DSUTH?
3. What are the challenges and benefits of implementing flipped classroom techniques in nursing education at DSUTH?
Research Hypotheses
1. Flipped classroom techniques significantly increase nursing students' engagement at Delta State University Teaching Hospital.
2. There is a positive relationship between the use of flipped classroom techniques and nursing students' learning outcomes in DSUTH.
3. There are significant challenges and benefits associated with the implementation of flipped classroom techniques in nursing education at DSUTH.
Scope and Limitations of the Study
This study will focus on nursing students at Delta State University Teaching Hospital who have been exposed to flipped classroom techniques as part of their nursing education. The study will assess their level of engagement, participation, and academic outcomes. Limitations include potential biases in self-reporting from students and faculty and the variability in how the flipped classroom model is implemented across different nursing courses.
Definitions of Terms
1. Flipped Classroom: A teaching model in which students engage with learning materials outside of class, while in-class time is dedicated to active learning activities such as discussions and problem-solving exercises.
2. Student Engagement: The degree to which students actively participate in the learning process, demonstrating interest, motivation, and involvement in their education.
3. Learning Outcomes: The knowledge, skills, and competencies that students are expected to achieve as a result of their learning experiences.
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