A quasi-experimental study of the Flipped Classroom Method in a Hong Kong Associate Degree of Nursing Studies setting

Abstract

There is a call for transformation of pedagogy in nursing education to include an innovative student-centered approach. Developments in technology as well as a realization of the complex clinical environment have caused nurse educators to seek to establish an innovative learning environment which encourages students to engage actively in learning in order to foster their learning outcomes. The flipped classroom method enables students to prepare themselves with the course material prior to class and allows more in-class time for higher learning and higher-order skills. The flipped classroom method of teaching has rapidly gained popularity in Western health professional education, especially in medical education. However, few studies have been conducted to study the flipped classroom method, not only in particular student engagement, but also in Asian nursing education and also associate degree nursing. The uncertainty about the impact of the flipped classroom method on learning in Hong Kong nursing education gave the impetus for this study. At the time of the start of the study, the flipped classroom was not widely practiced in this setting although with the pandemic it has become increasingly practiced. To my knowledge, this study is one of the first studies to explore the impact of this new innovation in the Hong Kong nursing education involving associate degree of nursing studies students.This study was conducted in a first-year associate degree of nursing studies student cohort enrolled in their nursing foundation course at a Hong Kong community college. A total of 271 students from two classes learned under different instructional approaches. One under traditional learning (n=141), and another under flipped learning (n=130). A mixed methods approach was used with quantitative (assignment and final written examination scores, student survey) and qualitative (semi-structured focus group interview) measures taken to investigate different outcomes under each teaching method.
The aims of this study were to investigate the effects of the flipped classroom method on student achievement and engagement in nursing education involving associate degree of nursing studies students in Hong Kong SAR. This study indicated that use of the flipped classroom method yields a positive result on student academic achievement and engagement in the associate degree nursing. There was a significant increase in post-test, assignment and final exam scores for the flipped classroom, all p

Date of Award	21 Feb 2023
Original language	English
Awarding Institution	University of Bristol
Supervisor	Janet L Orchard (Supervisor) & William J Browne (Supervisor)