Fostering Flipped Classroom Pedagogy in Undergraduate Nursing Education

Aim: The research aimed to foster flipped classroom pedagogy (FCP) and assess its feasibility in the context of undergraduate nursing education in Sri Lanka. Method: A multi-method approach was undertaken to incorporate a systematic review, psychometric analyses, surveys, focus group interviews (FGIs), educational design, and an intervention-based study. More specifically, the approach included: reviewing and appraising the literature to identify pedagogical models for developing FCP (Study 1); creating a scale for measuring the readiness of FCP (Study 2 - a psychometric study); assessing the feasibility of FCP (Studies 3 and 4 – surveys and FGIs); developing a web-based educational intervention for promoting FCP (Study 5 - an educational design-based study); and implementing the educational intervention and assessing its educational impact (Study 6 - mixed-methods study). Results: The systematic review (Study 1) indicated that FCP leads to positive educational outcomes in undergraduate nursing education. Furthermore, it revealed promising instructional system designing models that could be used for adapting or developing a FCP programme. The psychometric study (Study 2) showed the development and validation of a four-factor scale for measuring nursing students’ readiness for the flipped classroom. Surveys and FGIs (Studies 3 and 4) illustrated that students and teachers were ready to utilise the FCP after receiving introductory training. Moreover, Studies 3 and 4 revealed that the provision of technological resources and existing teacher-centric practice were major challenges when implementing FCP. The educational design-based study (Study 5) demonstrated an effective way for developing an educational website and learning materials for promoting FCP. In addition, the design of the educational website (Study 5) and its learning materials were favourably reviewed by an international panel of experts. Finally, the evaluation study (Study 6) revealed that the web-based educational intervention conducted for promoting FCP resulted in demonstrable learning gains. These educational gains included knowledge gains and increased motivation from the web-based educational intervention, and transfer of learning into the teaching-learning practice. The transfer of learning was evident two months after the web-based educational intervention. Conclusion: Overall, the study explored an innovative and promising approach for comprehensively evaluating the efficacy of FCP in the context of undergraduate nursing education in Sri Lanka, and provided educational measurement methods that could be used to assess the feasibility of FCP. This study design will be useful for evaluating the design, development, and promotion of FCP in undergraduate nursing education. The study further provides foundational information for initiating FCP in the Sri Lankan nursing education context. Therefore, future studies could incorporate this holistic study design to further evaluate the implementation and utility of FCP in undergraduate nursing curricula worldwide.

Name thesis:degree_name

PhD

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Health Sciences

Grantor dc:publisher

ResearchSpace@Auckland

Year dc:date.issued

2022

Author dc:creator

• Youhasan, Punithalingam

Advisors dc:contributor.advisor

• Henning, Marcus A.
• Chen, Yan
• Lyndon, Mataroria

Statement dc:rights

• Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

Licence dc:rights.uri

• https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm

Handle dc:identifier.uri

https://hdl.handle.net/2292/62192

OAI identifier oai:identifier

oai:researchspace.auckland.ac.nz:2292/62192