The Impact of Flipped Learning on Engagement with the Learning Process in Pre-Licensure BSN Students

Abstract

The U.S. faces a nursing shortage and contributing to that shortage are high attrition rates for nursing students and RNs. One solution to decrease attrition is to increase student engagement with the learning process. One way to increase engagement is changing pedological methods. This study looks at the impact of a novel pedological method, flipped learning on student engagement. This study compares the flipped method to the tradition lecture method. Student engagement was measured with a valid and reliable tool, the SCEQ. The study design was quantitative, experimental and contained repeated measures. BSN students (N=131) were either instructed with the flipped method or traditional method. The SCEQ was reliable and showed that there was an increase in student engagement in the flipped group (p<.05) and no change in the tradition lecture group (p=.315). Nurse educators should consider implementation of flipped learning as part of an effort to decrease nursing student attrition.