DefinePK

Abstract

Over the past two decades, nursing education has experienced a significant pedagogical shift driven by advances in educational technologies and the need for integrating theory with clinical practice. This literature review explores the adoption and effectiveness of the flipped classroom model in undergraduate nursing education, emphasizing its impact on active learning, critical thinking, self-directed learning, and clinical competence. The flipped classroom, through pre-class digital content and interactive in-class activities, addresses the limitations of traditional lecture-based instruction and enhances student engagement, autonomy, and collaborative learning. Numerous studies affirm that this approach not only improves academic performance but also boosts motivation, self-efficacy, and interpersonal communication skills. Despite these benefits, challenges such as limited technological infrastructure, faculty resistance, and lack of training remain barriers to implementation, especially in resource-constrained settings. The review highlights the need for context-specific research, faculty development, and institutional readiness to fully harness the flipped classroom’s potential. Overall, the integration of technology-enhanced, learner-centered strategies represents a critical evolution in preparing nursing students for real-world clinical environments.