Evaluation of nursing student satisfaction with the flipped classroom method for teaching the quality of care module

Introduction: Improving the quality of nursing care is essential in the training of health professionals. This study aims to evaluate nursing students’ satisfaction with the use of the flipped classroom method for teaching the quality of care module, with a focus on perceived benefits and challenges met.

Materials and methods: This study was carried out on a cohort of nursing students enrolled in the 3rd year and having followed a quality of care module. A structured questionnaire was used to assess students’ perceptions of the flipped classroom method. Questions focused on engagement, ease of understanding concepts, interaction with peers and teachers, and the usefulness of the resources provided.

Results: In total, 103 students responded to the questionnaire. The results indicate a predominantly positive satisfaction of nursing students with the flipped classroom method. The majority of students (80.6%) appreciated the opportunity to prepare concepts before class sessions, which promoted more in-depth discussions. Additionally, 69.9% highlighted improved classroom interaction and participation. Nevertheless, 45.6% expressed concerns about the additional workload associated with preparing for lessons in advance.

Conclusion: This study highlights a generally positive reception of the flipped classroom in the quality of care module for nursing students. However, it also highlights the need to support learners in the transition to this method, by offering appropriate support to promote autonomy, time management and active engagement of students in this educational context.