Date of Award

11-4-2024

Degree Type

Thesis

Degree Name

MSc in Nursing

First Advisor

Dr. Khairulnissa Ajani

Second Advisor

Ms. Shagufita Iqbal

Third Advisor

Ms. Sumia Andaleeb

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: The flipped classroom approach has drawn more and more attention in nursing education because of its potential to improve student motivation, critical thinking, and engagement. By moving the initial exposure to course information outside of the classroom—typically through books, videos, or other preparatory work—the flipped classroom approach reverses standard teaching approaches, which primarily convey knowledge during in-class lectures. Active learning exercises like discussions, problem-solving, and case studies are then used during class time to help students put what they have learned into practice.
Purpose: This study aims to assess nursing interns' motivation for learning and comprehension when using the flipped classroom technique in comparison to the traditional teaching style.
Method: A single group of nursing interns participated in this study, which employed a quantitative, quasi-experimental pre-test and post-test approach. To evaluate the effects of both strategies on student motivation, motivation levels were assessed before to and following each strategy, and the findings were compared.
Findings: The Friedman test findings showed that the motivation of nursing interns significantly improved over the various intervention periods. After the flipped classroom intervention, the mean score for the expectancy of success improved from 23.78±4.99 in the pre-test to 27.02±2.54; after 4 weeks, it marginally decreased to 26.09±3.05 (p=0.00). The task's value was 22.09±5.15, increased to 26.28±2.71 following the intervention, and then leveled off at 24.3±3.22 after 4 weeks (p=0.00). After the intervention, the mean score for control over learning rose from 23.08±5.79 to 26.44±3.2, but after 4 weeks, it slightly decreased to 25.4±3.97 (p=0.00). These results show that the nursing interns' motivation levels were considerably raised by the flipped classroom style.
Conclusion: When compared to conventional teaching techniques, the study showed that the flipped classroom model considerably raised nursing interns' motivation levels. Following the flipped classroom intervention, motivation scores significantly improved across all examined parameters, including control over learning, task value, and expectation of success. In Pakistan, where traditional lecture-based instruction is still widely used, this model offers a viable substitute for raising nursing education standards. It also emphasizes how the nation's healthcare education system has to embrace more participatory and student-centered teaching strategies.

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Last Page

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