Date of Award

4-2017

Document Type

Thesis

Degree Name

Master of Science in Nursing (MSN)

Department

Nursing (Graduate)

First Advisor

Louann B. Zinsmeister

Second Advisor

Anne B. Woods

Third Advisor

Tara Jankouskas

Abstract

The flipped classroom approach guided by Constructivist Theory uses active learning strategies to promote student critical thinking. Active learning strategies include activities that promote student engagement and application of knowledge. The purpose of this evidence-synthesis project focused on conducting a review and critical appraisal of literature on the flipped classroom approach and its effects on student satisfaction and learning outcomes. The themes discussed are teaching strategies, student satisfaction, theoretical support, and learning. The author of this paper presented findings of fourteen research studies including reviews which discussed student satisfaction and student outcomes. Swart and Wuensch (2016) suggested the flipped classroom approach can improve student satisfaction. Martin, Kreiger, and Apicerno (2015) reported that in-class activities were significantly more important to meet course objectives. Bhoyrub et al. (2010) suggested that the flipped classroom approach engaged students by using heutagogy. However, more research evidence is needed to generalize the findings to determine whether the flipped classroom approach can positively affect student satisfaction and student outcomes in pre-licensure nursing programs.

Comments

This is an evidence-based practice capstone project submitted to the faculty of the graduate program in nursing in partial fulfillment of the requirements for the degree Master of Science in Nursing.

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