Nursing Students' Experiences of Learning Evidence-Based Practice Through a Flipped Classroom: A Qualitative Study.
Background: Evidence-based practice (EBP) is a cornerstone of high-quality and safe nursing care. However, undergraduate nursing students often experience cognitive, methodological, and contextual barriers to learning and applying EBP. Active teaching strategies, such as the flipped classroom, may s...
| Publicado en: | Nursing Reports Vol. 16; no. 5; pp. 149 - 172 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
MDPI
May2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194118477&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194118477 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: May2026 vid: 16 iid: 5 pid: 97109 pub: MDPI artinfo: ui: 194118477 194118477 194118477 10.3390/nursrep16050149 194118477 ppf: 149 ppct: 23 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Nursing Students' Experiences of Learning Evidence-Based Practice Through a Flipped Classroom: A Qualitative Study. aug: au: Pérez-Muñoz, Verónica Ramos-Morcillo, Antonio Jesús Molina-Rodríguez, Alonso Ruzafa-Martínez, María affil: Rafael Méndez University Hospital, 30800 Lorca, Spain sug: subj: Students, Nursing, Baccalaureate Psychosocial Factors Student Attitudes Evaluation Learning Methods Nursing Practice, Evidence-Based Education Education, Non-Traditional Learning Environment Human Spain Male Female Adult Middle Age Qualitative Studies Descriptive Research Thematic Analysis Purposive Sample Descriptive Statistics Semi-Structured Interview Nursing Role Cognition Deep Learning Fear Professional Identity Critical Thinking Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Background: Evidence-based practice (EBP) is a cornerstone of high-quality and safe nursing care. However, undergraduate nursing students often experience cognitive, methodological, and contextual barriers to learning and applying EBP. Active teaching strategies, such as the flipped classroom, may support the development of EBP competencies, yet qualitative evidence exploring students' learning experiences remains limited. Objectives: To explore nursing students' perceptions and experiences of learning evidence-based practice through a flipped classroom model. Methods: A qualitative descriptive study was conducted at the Faculty of Nursing of the University of Murcia (Spain). Purposeful maximum variation sampling was used to recruit undergraduate nursing students from the second and fourth academic years who had completed an EBP course delivered using a flipped classroom approach supported by an online learning platform. Twenty semi-structured interviews were conducted via videoconference. Data were transcribed verbatim and analyzed using reflexive thematic analysis with independent coding by two researchers and consensus procedures. Ethical approval and confidentiality were ensured. Results: Three main themes were identified: (1) transformation of the meaning of EBP learning and professional role, (2) cognitive and metacognitive processes in EBP learning, and (3) the learning experience as a catalyst for deep learning. Students described a shift from initial fear and perceived difficulty toward recognizing the practical value of EBP, accompanied by increased critical thinking, autonomous learning, and a growing evidence-informed professional identity. The flipped classroom model facilitated engagement and understanding, while the transfer of learning to clinical practice was influenced by contextual facilitators and barriers. Conclusions: Learning EBP through a flipped classroom was experienced as a transformative process that fostered critical thinking, self-regulated learning, and the construction of an evidence-oriented professional identity among nursing students. Strengthening information literacy skills and improving alignment between academic and clinical environments may enhance the sustainable application of EBP in clinical practice. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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