Identifying the characteristics of Flipped curriculum objectives based on Problem-Based Learning

The aim of this study was to identify the characteristics of flipped curriculum objectives based on problem-based learning for nursing students.

The research method was multidisciplinary (quantitative and qualitative) Systematic review of texts and semi-structured interviews with nursing, educational sciences, and psychology experts and professors were conducted to identify the characteristics of the elements of the inverted curriculum objectives for the field of nursing. In the last stage, synthesis research method (combining the results of qualitative and quantitative studies in common areas of research) and analytical-inferential method were used to collect and analyze the data. The statistical population of the research in the first method included all published documents available in 2010. In the second method, the participants included 8 specialists in nursing, educational sciences, and psychology who were purposefully selected and interviewed. To analyze the data, the systematic coding method was used in four steps. After identifying the initial codes, the concepts were identified and sub-categories were compiled in the form of the desired dimensions. Data analysis was performed using MAXQDA10 software.

The findings showed that the characteristics of the flipped curriculum objectives elements can be presented in three main themes: functional, educational, and approach goals.

Findings suggest that this approach can strengthen the skills of independence in learnerschr('39') learning and also help the desired skills in the curriculum objectives in a desirable way