Nursing student outcomes in a flipped classroom: Attendance matters

Abstract

The flipped classroom pedagogy transforms teaching methods into student-centered learning that enhances higher-order thinking, communication, and decision-making skills. There is a gap in nursing student and higher education research using robust study methodology to demonstrate effective learning outcomes from flipped classrooms. This quality improvement (QI) project aims to identify factors associated with student success utilizing a flipped classroom approach. Participants were a convenience sample of 107 first semester prelicensure nursing students enrolled in a physical assessment course. Students completed practice questions, viewed a PowerPoint lecture with voice-over, read the assigned material, and attended a 2-and-a half-hour flipped classroom didactic session once per week. Student learning was measured by three unit exams and a standardized final exam. Results indicate that students who attended class in person had higher course grades than students who attended virtually.