Abstract
Flipped Classroom is a promising alternative to traditional lectures in nursing education, helping nursing students become more involved in classroom activities. Can lead to a high level of student satisfaction, self-speed and independence. The aim of this study was to evaluate the effect of inverted education as a teaching strategy on the participation of students in community nursing, satisfaction and achievement. Design: A quasi-experimental design was used in this study (study and control group). Setting: This study was conducted in faculty of nursing at Fayoum University. Subjects: A total number of students 140 students were enrolled in this study, both sex studies at second semester, fourth year during study of community health nursing course, academic year 2016/2017. Tools: data was collected through self-administer questionnaire sheet which include personal characteristics, students engagement scale: satisfaction scale and achievement questionnaire sheet. Results: Around three quartets (71.4%) of student undergoing flipped classroom as a teaching strategy achieved a moderate level of achievement compared with half (50%) of student undergoing lecture based learning (post test).There were highly statistical significant between pre and posttest of study and control group regarding student satisfaction and engagement. Recommendations: The need for provided deferent innovative educational strategies for students, introduce Flipped Classroom to other courses for students with different class levels and encourage students for using different models of Flipped Classroom as a teaching strategy.
Highlights
Education is an enormous manufacturer that needs the effort of both students and teachers
A new approach of teaching and learning has appeared known as active learning; this dynamic technique commonly operates a team-based approach in order for students to achieve course objectives
This study aimed to evaluate the effect of flipped classroom as a teaching strategy on community nursing students engagement, satisfaction and achievement
Summary
Education is an enormous manufacturer that needs the effort of both students and teachers. Traditional classroom settings consist of an educational method of teaching involving passive learning on the part of the students. This departs a little space for class participation. The environment is created by teachers who are committed to inclusion and value the uniqueness of each student. By participating in this environment, colleagues learn to consider uniqueness as an ordinary aspect of classroom diversity, and students with disabilities acquire a sense of belonging [1,2]. The flipped classroom is one form of active learning, which involves student preparation prior to class followed by assessments and application exercises [3]
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