Degree Name
Nursing Practice, DNP
Publication Date
8-12-2025
First Advisor
Lisa Drake
Second Advisor
Paige Wimberley
Abstract
This DNP project assesses the faculty's perception of the flipped classroom (FC) pedagogy, which is an evidence-based teaching strategy to promote active learning and student success. The purpose of this project is to assess faculty members’ perception of implementing FC. The problem identified is the low progression and graduation rates for associate degree nursing (ADN) students at a North Central Texas Community College. This indicates that current teaching strategies need to be revised. As healthcare is constantly evolving and becoming more complex, the traditional methods of teaching nursing students are no longer sufficient. This QI project is aiming to educate ADN faculty about FC pedagogy. The project utilized a quasi-experimental design with a pre-test and post-test. The flipped Perception Scale, which is a valid and reliable tool, was used to assess faculty perception of FC before and after FC education. A paired t-test was used to analyze the data. The results indicated a positive impact on faculty perception of FC. Following the educational intervention, mean scores increased from 40.0 to 49.2, demonstrating a statistically significant improvement (p = 0.009). The effect size (Cohen’s d = 2.1) indicates a strong clinical impact, highlighting the intervention’s high effectiveness. The results indicate a strong impact of FC education on faculty perceptions of implementing FC pedagogy. This project underscores the importance of faculty development initiatives to successfully adopt innovative teaching strategies to promote student success.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Thomas, Jincymol, "Assessment of Faculty Perception of Flipped Classroom Pedagogy" (2025). Doctor of Nursing Practice Projects. 143.
https://arch.astate.edu/dnp-projects/143
