Lived Experiences of Postgraduate Diploma Community Nursing Students with Flipped Learning at the Higher Institute of Health Specialties: A Phenomenological approach
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Abstract
Background: Flipped learning is an innovative teaching and learning strategy that enhances student-centred
learning. This study aimed to explore postgraduate diploma nursing students’ lived experiences with flipped
learning in the Community Health Nursing Practice Program at the Higher Institute of Health Specialties in Oman.
Method: A hermeneutic phenomenological qualitative approach was used in the study, and six Omani students
were interviewed.
Findings: Thematic analysis revealed four themes: procedural experience of flipped learning, perceived benefits
and challenges, instructor-student roles, and comparison with lecture-based learning.
Conclusion: The study findings revealed that flipped learning enhanced engagement, critical thinking, and
independent learning, but posed challenges like increased workload. The study offers insights for curriculum
reform and highlights the importance of contextualizing flipped learning within Arab nursing education to meet
evolving educational and professional demands.
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