Eliciting Nursing Students' Preferred Designs for Pre-Class Preparation in Large-Group Teaching: An Action Research Study.
Background: The flipped classroom is an innovative student-centered teaching approach frequently applied in nursing education. The success of the approach relies on students coming prepared to class. Faculties play a critical role in facilitating students' pre-class preparation. Objective: The objec...
| Publicado en: | Nursing Reports Vol. 16; no. 5; pp. 176 - 192 |
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| Autores principales: | , , |
| Formato: | pictorial 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=194118504&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194118504 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: 194118504 194118504 194118504 10.3390/nursrep16050176 194118504 ppf: 176 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Eliciting Nursing Students' Preferred Designs for Pre-Class Preparation in Large-Group Teaching: An Action Research Study. aug: au: Snibsøer, Anne Kristin Thompson, Christin Prytz, Venke Klubben affil: Department of Health and Caring Sciences, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, 5063 Bergen, Norway sug: subj: Students, Nursing, Baccalaureate Learning Environment Teaching Methods Education, Nursing, Baccalaureate Faculty, Nursing Human Action Research Norway Descriptive Statistics Thematic Analysis Workload Motivation Communication Professional Practice, Evidence-Based Educational Technology Curriculum Faculty Role ab: Background: The flipped classroom is an innovative student-centered teaching approach frequently applied in nursing education. The success of the approach relies on students coming prepared to class. Faculties play a critical role in facilitating students' pre-class preparation. Objective: The objective of this study was to elicit nursing students' preferred designs for pre-class preparation in large-group, flipped-classroom teaching in evidence-based practice, and to use these insights to inform practical, faculty-driven changes to course design and delivery. Methods: An action research study was conducted among bachelor's students in nursing at a Norwegian university college. Data were collected through questionnaires with closed and open-ended questions, focus group interviews, and class meetings. Descriptive statistics and thematic analysis were applied to analyze data. Data were analyzed sequentially, and findings provided guidance for further actions. Results: The action was carried out and evaluated in two cohorts. The thematic analysis revealed one main theme—students need motivation for pre-class preparation—and three associated sub-themes: (1) Information: Communicate relevance and provide timely reminders, (2) Organization: Learning platform and workload, and (3) Engage learners: Diverse, interactive and aligned learning activities. Conclusions: Faculties can support motivation through clear communication of relevance, a well-organized learning platform, activating pre-class activities, and timely reminders. Successfully accommodating pre-class preparation for large-group teaching also appears to require coordinated faculty engagement and a shared commitment to student-centered approaches. Further evaluation is needed to determine which specific configurations work best in different contexts. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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