Enhancing the Global Health Competency for Nursing Students Based on Transcultural Nursing Education- A Flipped Learning Approach

The purpose of this study to introduce new pedagogy design to engage students and help them develop cultural and global health competency through multicultural nursing education lecture with flipped approach. Methods: the study design used a descriptive, cross-sectional, mixed-methods design and the participants were 160 first grade nursing students who enrolled multicultural nursing education course. A series of course development meetings with faculties from the nursing school and multicultural welfare center officials, also course format and content developed by subject instructor. Flipped approach implemented on spring (10 th -13 th week) semester. The study course evaluation conducted by using the general open-ended questions and effects of flipped learning analyzed by descriptive statistic with focus group interviews. Results: Reports of student’s perception of flipped classroom was somewhat mixed, but generally positive overall. Students tend to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures. Anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom. Conclusion: The Flipped learning approach requires sufficient preparation to facilitate student motivation and maximize learning outcomes. Thus, there is a need for continuous effort to integrate multicultural education programs in the nursing curriculum with study of various educational strategies to be added to meet learning objectives.