NURSING STUDENTS’ PERCEPTIONS AND PERFORMANCEIN A FLIPPED PHARMACOLOGY COURSE

Abstract

This study investigates the perspectives and academic outcomes of nursing students participating in a flipped pharmacology course to foster active, student-centered learning. This pilot study investigated the impact of pre-class digital content, in-class problem-based exercises, and group discussions on students' comprehension, engagement, and confidence in applying pharmacological principles. Data was collected via performance assessments, surveys, and reflective comments. The data indicate that most students perceived the flipped technique as enhancing their comprehension, motivation, and engagement. The evaluation's findings indicated that, relative to conventional lecture formats, performance exhibited only marginal improvement. Conversely, pupils indicated a necessity for continuous mentoring and expressed the need to allocate additional time for preparation. The study illustrates the efficacy of flipped learning in pharmacology education. It underscores the importance of effectively organizing lessons, providing students with a cordial reception, and offering them assistance.