Does a ‘flipped classroom’ approach add learning value?

Abstract

This paper is the record of an action research project. The purpose of this action research project was to evaluate the effect of a flipped classroom technique on preregistration nursing students. The aim was to ascertain if this was a preferred method of teaching to facilitate more practical sessions in class. Feedback from local student surveys indicated that there was a need for more practical sessions in class for both theoretical clarity and for assessment preparation. Qualitative data via a survey was used to gauge the student’s perception of methods of differing classroom delivery and a free text box enabled students to voice what session they felt this method was applicable to for future classes. Results showed that the students acknowledged the benefit of having theory of sessions prior to coming to class so that this can be applied to the practical session. Students found value in the flipped classroom approach as a way of supporting and enhancing practical in‐class sessions. This was validated further by the students’ suggestions of where to further apply this method within the unit.