When the Classroom is Flipped: Benefits of the Flipped-Classroom Model in the Training of Nursing Gegree Students

Abstract Book of the 10th International Conference on New Trends in Teaching and Education

Year: 2026

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When the Classroom is Flipped: Benefits of the Flipped-Classroom Model in the Training of Nursing Gegree Students

Vanesa Torres-Cano, Tony Valente, Meritxell Mondejar-Pont

ABSTRACT:

Research on the Flipped Classroom model in higher education has grown considerably in recent years, especially in English for Specific Purposes contexts. This model moves direct instruction outside the classroom through videos, readings, and online tasks, while class time is devoted to collaborative, problem-based, and practical tasks. Successful implementation requires careful instructional design, although challenges encompass initial learner resistance, technological-related issues, and increased workload for both students and professors. Empirical studies report positive effects on students’ motivation, engagement, and academic performance, as well as improved learner autonomy, interaction, and critical thinking. In English‑medium environments, the model has also shown to improve students’ linguistic competence, both orally and written, while reducing foreign‑language anxiety. The objective of this study is to evaluate nursing students’ perceptions of communication when implementing this model for English learning within a nursing course. Thus, the study follows an experimental design involving first-year nursing students. Data was collected anonymously through an online questionnaire, and a subsequent quantitative analysis was conducted. The results indicate that most nursing students have a positive perception of the Flipped Classroom model in the context of English language learning within a nursing course. Overall, students reported that the Flipped Classroom model improved their communication throughout the learning process. In conclusion, this study shows that the Flipped Classroom model is positively assessed by nursing students and may contribute to enhanced communication in English for Specific Purposes classes.

Keywords: English Language Teaching; Flipped Learning; Inverted Classroom; Nursing Studies; University Students