Degree Name
Nursing Practice, DNP
Publication Date
2-16-2026
First Advisor
Lisa Drake
Second Advisor
Beatrice Bailey
Abstract
The increasing complexity of healthcare requires undergraduate nursing education to move beyond traditional lecture-based instruction toward teaching strategies that promote clinical judgment. Although the flipped classroom model is shown to support these outcomes, faculty at the project site reported uncertainty and inconsistency in flipped classroom implementation. The purpose of this quality improvement project was to evaluate the impact of a structured, evidence-based faculty development intervention on undergraduate nursing faculty confidence, readiness, and competence to implement the flipped classroom model. Guided by Lewin’s Change Theory and the Stetler Model of Evidence-Based Practice, this quality improvement project used a quantitative, pre-experimental one-group pretest/posttest design. A convenience sample of 11 full-time first semester undergraduate nursing faculty completed an asynchronous, five-module education course delivered through the institution’s learning management system. Faculty confidence and readiness were measured using the Confidence Scale and the Flipped Classroom Teaching Scale, however, confidence data were unavailable due to incomplete C-scale responses. Competence was evaluated post-intervention using an investigator-developed lesson planning rubric aligned with active learning standards. The pre-intervention readiness score was high (median = 83); the post-intervention score increased to a median of 93. Mann-Whitney U testing indicated this change was not statistically significant (p = .47); however, the 10-point increase following the three-week intervention suggests clinically meaningful change. Faculty completing the optional lesson design assignment achieved proficient to exemplary rubric scores. Findings support structured faculty development as a feasible strategy to strengthen implementation of active learning approaches in undergraduate nursing education.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Newman, Jamie, "Quality Improvement Project: Building Competence and Confidence: Updating Nursing Faculty Knowledge of the Flipped Classroom Model" (2026). Doctor of Nursing Practice Projects. 291.
https://arch.astate.edu/dnp-projects/291
