Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology

Background: Students' learning styles can influence the effectiveness of teaching methodologies. Objectives: To analyse nursing students learning styles using Herrmann's Model and to identify the variables that best predict nursing students’ satisfaction with the flipped classroom (FC) met...

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Autores: Patiño Masó, Josefina, Renart i Vicens, Gemma, Serra Saurina, Laura, Soler i Ortega, Marianna, Xabadia i Palmada, Àngels
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/27347
Acceso en línea:http://hdl.handle.net/10256/27347
Access Level:acceso abierto
Palabra clave:Infermeria -- Ensenyament
Nursing -- Study and teaching
Estudiants d'infermeria
Nursing students
Aprenentatge
Learning
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spelling Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodologyPatiño Masó, JosefinaRenart i Vicens, GemmaSerra Saurina, LauraSoler i Ortega, MariannaXabadia i Palmada, ÀngelsInfermeria -- EnsenyamentNursing -- Study and teachingEstudiants d'infermeriaNursing studentsAprenentatgeLearningBackground: Students' learning styles can influence the effectiveness of teaching methodologies. Objectives: To analyse nursing students learning styles using Herrmann's Model and to identify the variables that best predict nursing students’ satisfaction with the flipped classroom (FC) methodology. Method: Quantitative cross-sectional study. Data were collected through a structured questionnaire completed by 139 Spanish students enrolled in a nursing degree program at the university. Results: Participants typically exhibit mixed brain dominance, engaging both hemispheres of the brain during their learning process. Students with B (organized planners) and C (emotional) quadrant dominance tend to be less satisfied with the FC. Enhanced content understanding, exam preparation, and improved group/individual competences positively impacted satisfaction with the FC. Conclusions: Mixed brain dominance supports effective learning in nursing. Satisfaction with FC methodology was positively associated with enhanced knowledge acquisition and improved skill development. However, students with quadrant B and C preferences were less satisfied, suggesting the need for nursing programs to adapt FC strategies, such as adjusting task complexity, offering timely feedback, and fostering learner autonomy, to better support diverse and potentially mixed cognitive stylesOpen Access funding provided thanks to the CRUE-CSIC agreement with ElsevierElsevier2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/27347Nurse Education Today, 2025, vol. 153, art. núm. 106807Articles publicats (D-EC)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.1016/j.nedt.2025.106807info:eu-repo/semantics/altIdentifier/issn/0260-6917info:eu-repo/semantics/altIdentifier/eissn/1532-2793Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10256/273472026-05-29T05:05:01Z
dc.title.none.fl_str_mv Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology
title Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology
spellingShingle Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology
Patiño Masó, Josefina
Infermeria -- Ensenyament
Nursing -- Study and teaching
Estudiants d'infermeria
Nursing students
Aprenentatge
Learning
title_short Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology
title_full Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology
title_fullStr Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology
title_full_unstemmed Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology
title_sort Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology
dc.creator.none.fl_str_mv Patiño Masó, Josefina
Renart i Vicens, Gemma
Serra Saurina, Laura
Soler i Ortega, Marianna
Xabadia i Palmada, Àngels
author Patiño Masó, Josefina
author_facet Patiño Masó, Josefina
Renart i Vicens, Gemma
Serra Saurina, Laura
Soler i Ortega, Marianna
Xabadia i Palmada, Àngels
author_role author
author2 Renart i Vicens, Gemma
Serra Saurina, Laura
Soler i Ortega, Marianna
Xabadia i Palmada, Àngels
author2_role author
author
author
author
dc.subject.none.fl_str_mv Infermeria -- Ensenyament
Nursing -- Study and teaching
Estudiants d'infermeria
Nursing students
Aprenentatge
Learning
topic Infermeria -- Ensenyament
Nursing -- Study and teaching
Estudiants d'infermeria
Nursing students
Aprenentatge
Learning
description Background: Students' learning styles can influence the effectiveness of teaching methodologies. Objectives: To analyse nursing students learning styles using Herrmann's Model and to identify the variables that best predict nursing students’ satisfaction with the flipped classroom (FC) methodology. Method: Quantitative cross-sectional study. Data were collected through a structured questionnaire completed by 139 Spanish students enrolled in a nursing degree program at the university. Results: Participants typically exhibit mixed brain dominance, engaging both hemispheres of the brain during their learning process. Students with B (organized planners) and C (emotional) quadrant dominance tend to be less satisfied with the FC. Enhanced content understanding, exam preparation, and improved group/individual competences positively impacted satisfaction with the FC. Conclusions: Mixed brain dominance supports effective learning in nursing. Satisfaction with FC methodology was positively associated with enhanced knowledge acquisition and improved skill development. However, students with quadrant B and C preferences were less satisfied, suggesting the need for nursing programs to adapt FC strategies, such as adjusting task complexity, offering timely feedback, and fostering learner autonomy, to better support diverse and potentially mixed cognitive styles
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/27347
url http://hdl.handle.net/10256/27347
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1016/j.nedt.2025.106807
info:eu-repo/semantics/altIdentifier/issn/0260-6917
info:eu-repo/semantics/altIdentifier/eissn/1532-2793
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv Nurse Education Today, 2025, vol. 153, art. núm. 106807
Articles publicats (D-EC)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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