Nursing Faculty Presentations


Flipping the Classroom to Improve Self-directed Learning for RN to BSN Students in Taiwan

Document Type

Conference Paper

Event Date



3rd Euro Nursing & Medicare Summit


Valencia, Spain


Background: Literature found that Taiwanese nursing students had lower self-directed learning ability. O'Neil, Kelly and Bone (2012) maintained that flipped classroom teaching strategy (FCTS) can effectively improve self-directed learning for nursing students. Aims: The purposes of this study were (1) to design a pediatric nursing course for nursing students in a RN-BSN program using FCTS and (2) to examine the effectiveness of the FCTS. Methods: A series of teaching strategies for flipped classroom in a pediatric nursing course of a RN-BSN program were developed. A total of 46 students were asked to complete a survey of learning satisfaction in the pediatric nursing course. Ten students who experienced flipped classroom were invited to interview in order to understand their learning experiences. Results: Forty three students (93.5%) completed the survey. They all agreed that the flipped classroom teaching strategies were effective in improving their abilities of clinical reasoning and problem-solving. Forty students (93%) reported that the scenario based learning augmented their self-directed learning; 88% students had increased their interesting in pediatric nursing and motivated learning. The qualitative data revealed that flipped classroom can (1) bridge the knowledge-practice gap; (2) improve the self-directed learning ability and expand the depth and breadth of learning and (3) increase reflective learning, community skills and team competency using strategy of collaboration. Conclusion: The FCTS improves self-directed learning and increase student satisfaction toward learning. The findings of this study may serve as a guide for faculty to develop and implement flipped classroom model in nursing education.


DOI: 10.4172/2167-1168.S1.010