Abstract
Background: The flipped classroom (FC) instructional strategy, as a blended learning approach, encourages students to take an active role in the learning process. Objectives: This study aimed to investigate the level of satisfaction with FC in the epidemiology course among nursing students. Methods: This descriptive-analytical study with a cross-sectional research design was conducted in 2022 at a school of nursing in Tehran, Iran. A total of 109 nursing students enrolled in the second semester of an undergraduate program were recruited via convenience sampling. These students were taught using the FC approach. The lecturer initially prepared teaching materials for each session in the form of multimedia files and uploaded them on the offline NAVID Virtual Education System. Subsequently, a series of questions related to the teaching materials were given to the students to answer in groups of 3 to 4 and discuss. The researcher facilitated the discussion to address any doubts among the students. After completing eight sessions, the Questionnaire for Satisfaction with Flipped Classroom (QSFC), with confirmed validity and reliability, was administered to evaluate the level of satisfaction among the students. Results: The majority of students expressed satisfaction with FC at moderate (48.6%) to high (47.7%) levels. Additionally, most male students (67.3%) reported being highly satisfied with FC, while 46% of female students showed a moderate level of satisfaction. The overall mean satisfaction score with FC was 55.36 ± 12.54, indicating a moderate level of satisfaction. This total score was not significantly correlated with students' age (P = 0.086), but the moderate level of satisfaction among male students was higher than that among females (P = 0.017). Conclusions: The study results suggest that FC, as a type of blended learning, is an appropriate teaching method in nursing education, as it enhances students' satisfaction levels. Improving the quality of virtual education infrastructure and facilities and enhancing teachers' capabilities in utilizing new teaching methods can enhance the quality of education, especially in critical situations.