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

Abstract

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

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