Nursing Students' Readiness to Apply Flipped Learning: A Cross-Sectional Study
DOI:
https://doi.org/10.31674/mjn.2025.v16i04.003Abstract
Background: Flipped learning (FL) is a contemporary teaching approach that offers numerous benefits, particularly in the complex nursing educational environments. Assessing students' readiness for FL is essential to ensure its successful and satisfactory adoption. Objectives: To assess the readiness for implementing FL pedagogy in Egypt, particularly among nursing students, and to identify the factors influencing its adoption. Methods: The current study employed a cross-sectional descriptive research design, recruiting 372 nursing students from three different universities in Egypt to improve the generalizability of the findings. These institutions included Cairo University, Helwan University, and Misr University for Science and Technology. Data were collected using a self-administered questionnaire titled 'Nursing Students' Readiness for FL. Results: 75.2% of student’s demonstrated moderate (above average) readiness, with an overall mean readiness score of 64.8%. Technical readiness was the highest (74%), while environmental readiness was the lowest (53.6%). There was a significant correlation between the readiness domains (p< 0.001). Academic level (B = 2.205, p<0.001) and GPA (B = 5.705, p< 0.001) were influencing factor of readiness, with higher academic levels and GPAs linked to increased readiness. Conversely, gender, age, and university affiliation were not significant influencing factors. Conclusion: Nursing students demonstrated above-average readiness for adopting FL. The implementation of FL shows great potential, particularly if more attention is given to improving access to e-learning resources, providing technical support for students, and raising awareness among freshmen and those with lower academic achievement regarding FL and its benefits.
Keywords:
Educational Pedagogy, Flipped Learning, Nursing Students, ReadinessDownloads
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