Abstract
This study aimed to explore the experiences of nurse educators using flipped classroom methods with learning activities proven to be successful in students' achievement of learning outcomes. Specifically, it aimed to identify the learning activities that nurse educators have found to be most successful in terms of student achievement of learning outcomes. An additional focus of the study was to identify the flipped classroom and learning activity evaluation methods used by nurse educators and examine how those evaluation results were used to further enhance future nursing courses. An important gap in the extant literature related to a lack of in-depth studies on the insights, experiences, and point of views of nurse educators using flipped classroom learning activities. Therefore, the present study posited the following research question: What classroom learning activities have nurse educators used to assist students to achieve course learning outcomes? Additionally, two sub-questions were also considered: (1) How does the use of learning activities help students achieve learning outcomes? (2) How are learning activities evaluated and how are the evaluations used to enhance the learning activities in future courses? A basic qualitative method was incorporated for the study.
Sigma Membership
Nu Nu
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Qualitative Research
Keywords:
Nurse Educators, Nursing Education, Flipped Classroom Methods
Advisor
Janet Booker
Second Advisor
Jason Ward
Third Advisor
Janie Canty-Michell
Degree
PhD
Degree Grantor
Capella University
Degree Year
2023
Recommended Citation
Steele, Tamara J., "Use of flipped classroom learning activities in nursing: A basic qualitative study" (2024). Dissertations. 1596.
https://www.sigmarepository.org/dissertations/1596
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2024-07-03
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30638650; ProQuest document ID: 2864034789. The author still retains copyright.