000147244 001__ 147244
000147244 005__ 20250923084439.0
000147244 0247_ $$2doi$$a10.1002/nop2.70112
000147244 0248_ $$2sideral$$a141037
000147244 037__ $$aART-2024-141037
000147244 041__ $$aeng
000147244 100__ $$0(orcid)0000-0001-7049-8295$$aUrcola-Pardo, Fernando$$uUniversidad de Zaragoza
000147244 245__ $$aDesign and validation of the flipped-learning assessment scale for undergraduate nursing education
000147244 260__ $$c2024
000147244 5060_ $$aAccess copy available to the general public$$fUnrestricted
000147244 5203_ $$aAim
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.
000147244 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000147244 590__ $$a2.3$$b2024
000147244 592__ $$a0.863$$b2024
000147244 591__ $$aNURSING$$b44 / 192 = 0.229$$c2024$$dQ1$$eT1
000147244 593__ $$aNursing (miscellaneous)$$c2024$$dQ1
000147244 591__ $$aNURSING$$b44 / 192 = 0.229$$c2024$$dQ1$$eT1
000147244 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000147244 700__ $$0(orcid)0000-0002-5676-4179$$aSubiron-Valera, Ana Belen$$uUniversidad de Zaragoza
000147244 700__ $$0(orcid)0000-0002-8206-4803$$aAnton-Solanas, Isabel$$uUniversidad de Zaragoza
000147244 700__ $$aOrkaizagirre-Gomara, Aintzane
000147244 700__ $$aTorres-Enamorado, Dolores
000147244 700__ $$aGonzalez-Sanz, Juan Diego
000147244 7102_ $$11006$$2255$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Enfermería
000147244 773__ $$g11, 12 (2024), e70112 [9 p.]$$tNursing Open$$x2054-1058
000147244 8564_ $$s389205$$uhttps://zaguan.unizar.es/record/147244/files/texto_completo.pdf$$yVersión publicada
000147244 8564_ $$s2233981$$uhttps://zaguan.unizar.es/record/147244/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000147244 909CO $$ooai:zaguan.unizar.es:147244$$particulos$$pdriver
000147244 951__ $$a2025-09-22-14:49:18
000147244 980__ $$aARTICLE