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Background <p>Flipped learning (FL) is an innovative student-centered approach that fosters active engagement and critical thinking. It is increasingly being adopted in higher education globally, including nursing education. In Saudi Arabia, aligning educational strategies with Saudi Vision 2030 requires producing independent, collaborative, and technologically competent healthcare professionals. This study explores nursing students’ perceptions of flipped learning in a theoretical nursing course, contributing insights into how flipped learning supports workforce development goals.</p> Methods <p>A qualitative descriptive design was employed. Data were collected through semi-structured interviews with eight third-year nursing students enrolled at a public university in Saudi Arabia. Qualitative content analysis was used to interpret students’ perceptions and experiences with the FL approach.</p> Results <p>Students’ responses revealed five main themes: enhanced understanding of course content, improved exam preparation and retention, strengthened communication and collaboration skills, increased learning independence, and challenges in implementation. Overall, flipped learning was perceived as supportive of deeper learning and skill development.</p> Conclusion <p>Flipped learning promotes independent learning and collaborative engagement, aligning well with the goals of Saudi Vision 2030 to prepare a competent healthcare workforce. The findings support integrating flipped learning into nursing curricula to foster essential professional competencies and lifelong learning habits among future nurses.</p>

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Nursing students’ perception of integrating flipped learning in a nursing theory course: a qualitative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月14日

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  • Waad Hasan Ali

摘要

Background

Flipped learning (FL) is an innovative student-centered approach that fosters active engagement and critical thinking. It is increasingly being adopted in higher education globally, including nursing education. In Saudi Arabia, aligning educational strategies with Saudi Vision 2030 requires producing independent, collaborative, and technologically competent healthcare professionals. This study explores nursing students’ perceptions of flipped learning in a theoretical nursing course, contributing insights into how flipped learning supports workforce development goals.

Methods

A qualitative descriptive design was employed. Data were collected through semi-structured interviews with eight third-year nursing students enrolled at a public university in Saudi Arabia. Qualitative content analysis was used to interpret students’ perceptions and experiences with the FL approach.

Results

Students’ responses revealed five main themes: enhanced understanding of course content, improved exam preparation and retention, strengthened communication and collaboration skills, increased learning independence, and challenges in implementation. Overall, flipped learning was perceived as supportive of deeper learning and skill development.

Conclusion

Flipped learning promotes independent learning and collaborative engagement, aligning well with the goals of Saudi Vision 2030 to prepare a competent healthcare workforce. The findings support integrating flipped learning into nursing curricula to foster essential professional competencies and lifelong learning habits among future nurses.