Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing Education
ABSTRACT Aim To design and validate the Flipped‐Learning Assessment Scale; a tool for assessing students' experience of flipped learning. Background Frequently, university students are introduced to new content during lectures. In contrast, active learning activities, such as Flipped Learning,...
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| Format: | Article |
| Language: | English |
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Wiley
2024-12-01
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| Series: | Nursing Open |
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| Online Access: | https://doi.org/10.1002/nop2.70112 |
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| author | Fernando Urcola‐Pardo Ana Belen Subiron‐Valera Isabel Anton‐Solanas Aintzane Orkaizagirre‐Gomara Dolores Torres‐Enamorado Juan Diego Gonzalez‐Sanz |
| author_facet | Fernando Urcola‐Pardo Ana Belen Subiron‐Valera Isabel Anton‐Solanas Aintzane Orkaizagirre‐Gomara Dolores Torres‐Enamorado Juan Diego Gonzalez‐Sanz |
| author_sort | Fernando Urcola‐Pardo |
| collection | DOAJ |
| description | ABSTRACT Aim To design and validate the Flipped‐Learning Assessment Scale; a tool for assessing students' experience of flipped learning. Background Frequently, university students are introduced to new content during lectures. In contrast, active learning activities, such as Flipped Learning, are designed as an instructional method to engages students in the learning process. Design Cross‐sectional descriptive study. Methods A cross‐sectional study was carried out in three phases ((1) item selection, rephrasing and translation; (2) content analysis through expert panel and (3) confirmatory factor analysis). The final version of the scale was piloted on a sufficient sample of undergraduate student nurses from three Spanish universities. Results A total of 455 students completed the questionnaire; 373 women and 82 men. The total Cronbach's alpha value for the complete instrument was 0.893. Cronbach alpha for each separate dimension ranged between 0.660 and 0.897. Goodness‐of‐fit values were acceptable, implying that the model was validated. Conclusion The flipped learning approach has become increasingly popular in academic settings. Evaluating the students' flipped learning experience is important to analyse aspects such as acceptability and effectiveness of this methodology. The Flipped‐Learning Assessment Scale is a valid and reliable tool for analysing students' experience of flipped learning. Impact Flipped learning has been a useful pedagogical model very for cultivating student skills in problem‐solving, critical thinking, teamwork and self‐active learning in nursing education. A key issues, such as student satisfaction, has been explored further before implementing this teaching and learning methodology. Patient or Public Contribution None. |
| format | Article |
| id | doaj-art-57f8b567bb034f5da5c5d21180f4ec28 |
| institution | Kabale University |
| issn | 2054-1058 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Wiley |
| record_format | Article |
| series | Nursing Open |
| spelling | doaj-art-57f8b567bb034f5da5c5d21180f4ec282025-01-27T13:49:08ZengWileyNursing Open2054-10582024-12-011112n/an/a10.1002/nop2.70112Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing EducationFernando Urcola‐Pardo0Ana Belen Subiron‐Valera1Isabel Anton‐Solanas2Aintzane Orkaizagirre‐Gomara3Dolores Torres‐Enamorado4Juan Diego Gonzalez‐Sanz5Department of Physiatry and Nursing, Faculty of Health Sciences University of Zaragoza Zaragoza SpainDepartment of Physiatry and Nursing, Faculty of Health Sciences University of Zaragoza Zaragoza SpainDepartment of Physiatry and Nursing, Faculty of Health Sciences University of Zaragoza Zaragoza SpainResearch Group SAPIENF (B53_23R) University of Zaragoza Zaragoza SpainNursing Center San Juan de Dios University of Sevilla seville SpainDepartment of Nursing, COIDESO Research Center University of Huelva Huelva SpainABSTRACT Aim To design and validate the Flipped‐Learning Assessment Scale; a tool for assessing students' experience of flipped learning. Background Frequently, university students are introduced to new content during lectures. In contrast, active learning activities, such as Flipped Learning, are designed as an instructional method to engages students in the learning process. Design Cross‐sectional descriptive study. Methods A cross‐sectional study was carried out in three phases ((1) item selection, rephrasing and translation; (2) content analysis through expert panel and (3) confirmatory factor analysis). The final version of the scale was piloted on a sufficient sample of undergraduate student nurses from three Spanish universities. Results A total of 455 students completed the questionnaire; 373 women and 82 men. The total Cronbach's alpha value for the complete instrument was 0.893. Cronbach alpha for each separate dimension ranged between 0.660 and 0.897. Goodness‐of‐fit values were acceptable, implying that the model was validated. Conclusion The flipped learning approach has become increasingly popular in academic settings. Evaluating the students' flipped learning experience is important to analyse aspects such as acceptability and effectiveness of this methodology. The Flipped‐Learning Assessment Scale is a valid and reliable tool for analysing students' experience of flipped learning. Impact Flipped learning has been a useful pedagogical model very for cultivating student skills in problem‐solving, critical thinking, teamwork and self‐active learning in nursing education. A key issues, such as student satisfaction, has been explored further before implementing this teaching and learning methodology. Patient or Public Contribution None.https://doi.org/10.1002/nop2.70112educational assessmentflipped learningFlipped‐Learning Assessment Scalenursing educationnursing students |
| spellingShingle | Fernando Urcola‐Pardo Ana Belen Subiron‐Valera Isabel Anton‐Solanas Aintzane Orkaizagirre‐Gomara Dolores Torres‐Enamorado Juan Diego Gonzalez‐Sanz Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing Education Nursing Open educational assessment flipped learning Flipped‐Learning Assessment Scale nursing education nursing students |
| title | Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing Education |
| title_full | Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing Education |
| title_fullStr | Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing Education |
| title_full_unstemmed | Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing Education |
| title_short | Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing Education |
| title_sort | design and validation of the flipped learning assessment scale for undergraduate nursing education |
| topic | educational assessment flipped learning Flipped‐Learning Assessment Scale nursing education nursing students |
| url | https://doi.org/10.1002/nop2.70112 |
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