The learning expectations of undergraduate nursing students for the flipped Health Assessment course: A qualitative study

Abstract

Objective

This study aimed to investigate the learning expectations of undergraduate nursing students regarding the flipped Health Assessment course.

Methods

This descriptive, qualitative study was conducted at a medical university in Fuzhou, Fujian Province, China. An interview outline was designed based on the core dimensions of Expectation Confirmation Theory (expectation sources, expectation content, and expectation importance). Thirty second-year undergraduate nursing students who had completed first-year basic medical courses and were about to take the flipped Health Assessment course were interviewed between June and July 2022. Interview data were analyzed using qualitative content analysis.

Results

Five major themes and thirteen subthemes were identified. Theme 1 was expectation sources—perceived learning difficulties from past experiences, which included four subthemes: insufficient autonomous learning ability, confusion regarding learning methods, insufficient engagement in learning, and low professional identity. Theme 2 included knowledge and information expectations, which comprised three subthemes: knowledge to improve professional competence, knowledge to enhance academic competitiveness, and knowledge to boost self-efficacy. Theme 3 comprised logical expectations and included two subthemes: flexible teaching methods and efficient instructional tools. Theme 4, pleasure expectations, included two subthemes: vivid teaching styles and diversified teaching evaluations. Theme 5 comprised professional value expectations and included two subthemes: teachers’ responsible professional attitudes and gentle emotional support.

Conclusion

Students’ learning expectations originate from perceived learning difficulties, such as insufficient learning autonomy and engagement, confusion about learning methods, and a lack of professional identity. They showed various learning expectations for the flipped Health Assessment course, including knowledge and information, logic, pleasure, and professional value expectations.