Date of Award


Document Type


Degree Name

Master of Science in Nursing (MSN)


Nursing (Graduate)

First Advisor

Tara Jankouskas

Second Advisor

Louann B. Zinsmeister

Third Advisor

Anne B. Woods


For the baccalaureate nursing student preparing to enter today’s dynamic, information-rich, and

highly collaborative healthcare environment, the ability to actively engage in lifelong self- directed learning is recognized as an essential nursing competency. The application of team- based flipped classroom curricular design that incorporates active learning strategies has been

linked to the improvement of students’ independent learning behaviors. Minimal research has

been conducted, however, to document the impact of the flipped classroom model on self- directed learning readiness (SDLR) of the undergraduate nursing student. This evidenced-based

practice implementing project used the Self-directed Learning Readiness Scale for Nursing Education (SDLRSNE) to measure the change in self-directed learning readiness of nursing students participating in a pediatric nursing course involving five flipped classroom learning experiences. No significant change in SDLR was demonstrated over the six week period of this study. The results of this EBP project, however, do support the need for further longitudinal nursing research that examines SDLR as a developmental process that occurs across the entire continuum of the baccalaureate nursing curriculum through the use of active learning experiences embedded in the flipped classroom model.


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.