| Sumario: | Nursing educators are responsible for the development of nursing courses that incorporate a variety of teaching strategies to meet the vast range of learning needs for the adult nursing student. The body of research related to Problem-Based Learning (PBL) in nursing education is still somewhat limited and even more lacking around student engagement with PBL activities. The purpose of this research study was to explore the difference between student engagement for a flipped learning (FL) module using problem-based teaching strategies and student engagement for a traditional learning module using lecture-based teaching strategies. A quasi-experimental, nonrandomized control group, pretest, posttest design based on a sample of intact groups from four nursing programs was employed for this study. Over the fall semester participants completed 10-item content pretests and posttests and the modified Student Course Engagement Questionnaire (SCEQ) providing data in relation to two of the mental health course learning modules and learning activities. The target population for this study was registered nurse students. Findings indicated higher student engagement in the skill engagement dimension as well as in overall student engagement, indicating that these engagement scores were higher for the PBL activities in a FL environment. Learning in the two learning methods was not significantly different. Comparison of the Associate Degree Programs (ADP) & Bachelor Degree Programs (BDP) showed significantly higher student engagement in the participation and interaction domain for the BDP group while there was no difference in the overall student engagement scores or learning. Results indicate that student engagement was higher for the PBL activities in the FL environment regardless of the type of nursing program. Additional nursing education research is recommended to evaluate student engagement, critical thinking, and learning with PBL activities in a FL environment.
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