Nursing student outcomes in a flipped classroom: Attendance matters




Moore, Brenda
Lee, Mikyoung
Kubin, Laura
Spadachene, Joy
Ellis, Kathleen

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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.


Article originally published in Teaching and Learning in Nursing, 1–4. English. Published 2023.


Flipped classroom, Nursing students, Outcomes


This is a post-print version of an article that is available at: Recommended citation: Moore, B., Lee, M., Kubin, L., Spadachene, J., & Ellis, K. (2023c). Nursing student outcomes in a flipped classroom: Attendance matters. Teaching and Learning in Nursing, 1–4. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.