Browsing by Author "Mirembe, Joy"

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    Baccalaureate nursing students’ perceptions of learning practical nursing skills using the flipped classroom method at a university in central Uganda
    (Uganda Christian University, 2026-09-22) Mirembe, Joy
    Safe and effective patient care is impossible without practical nursing skills and the method by which students are taught is very key to their learning. The flipped classroom approach has emerged as a learner-centered strategy that may potentially improve learning outcomes, but knowledge on its application in Ugandan remains limited. This study purposed to describe baccalaureate nursing students’ perceptions of learning practical nursing skills using the flipped classroom method and to determine how students’ readiness (motivation, self-directed learning, and technological preparedness) influences these perceptions. A descriptive cross-sectional quantitative design was employed among 116 first-year Bachelor of Nursing Science students at university in central Uganda and yielded 100% response Data were collected using structured questionnaires and analyzed using descriptive and inferential statistics. Findings revealed positive perceptions of both theoretical knowledge and practical competence following the flipped classroom experience. Self-directed learning was the strongest predictor of both theoretical knowledge (β = .65, p < .001) and practical competence perception (β = .64, p < .001). Technological preparedness significantly predicts theoretical knowledge perception but has a weaker contribution to practical competence perception. Motivation shows a weak negative contribution to both outcomes. Students with higher readiness reported significantly better learning perceptions. The study concludes that the flipped classroom enhances perceived learning of practical nursing skills, with self-directed learning playing a critical role in shaping positive learning experiences. The findings support the integration of flipped classroom approach in nursing education and highlight the need to strengthen students’ readiness to maximize learning outcomes. Further research across multiple institutions is recommended to enhance generalizability.