الفهرس 
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Abstract
Flipped classroom is the best alternative teaching strategy, in where students watch and study the recorded video tutorials that teachers have uploaded at home to grasp an understanding of the content and perform assignments, projects and daily homework exercises in the classroom with the teacher’s help. As a result, by involving students in a variety of activities both inside and outside of the classroom, you can help them solve real-world problems and give them a greater grasp of how concepts and technologies may be applied in the real world. The learning outcomes of a flipped classroom are excellent and positive as compared to a conventional classroom. Despite the availability of numerous studies on flipped classroom in many fields, there is a lack of empirical evidence supporting the use of flipped classroom especially in nursing education.
Research aim:
A quasi-experimental research design was used in this study.
Setting:
This study was conducted at Nursing Education Department, Faculty of Nursing, at Alexandria University.
Subjects:
The subjects of this study included 80 students who were selected conveniently to represent all nursing students 350 enrolled in the health education course during the second academic semester. This course with 2 credit hour and an elective. The selected subjects were divided randomly into two equal groups, ’’study and control’’ with 40 students each.
The Epi info program V 7.0 was used to estimate the sample size using the following parameters:
Total population size = 350 (2022-2023)
Confidence level = 95%
Margins of error = 5 %
Minimum Sample size = 80
Tools:
In order to collect the necessary data for the study, two tools were used:
Tool I:Habits of Mind Scale:
This tool was developed by ( Al-Ghoweri& Al-Zboun., 2020) to assess nursing students’ habits of mind. It was adapted and translated into Arabic by researcher to be congruent with the study aim. This tool composed of 31 items with 5 points likert scale ranged from never(1) to always (5). It distributed over 8 subscales as follow ’’perseverance (4 items), control of recklessness(3 items), reciprocal thinking(4 items), thinking flexibly(4 items), questioning and posing problems(4 item), applying knowledge in new situations(4 items), imagining and innovating(4 items), responding with amazement (4 items)’’.
The scoring system of this scale ranged from 31 to 155 and was distributed as follows:
from 31 to 72 indicated low level of habits of mind development
from 73 to 113 indicated moderate level habits of mind development
from 114 to 155 indicated high level habits of mind development
Tool II: Academic stress scale:
This tool was developed by Hosseinkhani, et al., (2020) to measure the perceived sources of academic stress among nursing students. It was adapted by researcher to be applicable with the study aim. This tool consisted of 35 statements with 5 point Likert scale ranged from never (1), to always (5).
The scoring system of this scale was ranged from 35 to 175 and was distributed as follows:
from 35 to 81 indicated low level of academic stress
from 82 to 128 indicated moderate level of academic stress
from 129 to 175 indicated high level of academic stress
Attached to the previously tool a sheet contains personal and academic data about nursing students such as age, gender, academic semester, previous GPA, residence and social status.
Method:
The study was conducted through three phases: preparation, implementation, and evaluation.
Phase (I): Preparation phase:
In this phase, the researcher prepared herself, the course, studentsof the study group and learning environment.
Phase (II):Implementation phase
• The students watched and reviewed pre-recorded PowerPoint lectures and reading, reviewing other materials every week and answered the quiz, completed assignments and submitted on Microsoft team to check their understanding before classroom . Online discussion took place between the researcher and the students at a regular time after their preparation for materials for discussion according to the schedule given to them.
• In accordance with the course schedule, the researcher selected the assigned group to present information and an activity related to the assigned topic. The group members prepared audiovisual materials, including posters, PowerPoint presentations, and role plays in the implementation phase of the health education process to support the group’s presentation in the classroom sessions.
• Following that the assigned group received feedback from researcher and their peers.
• The researcher asked that every group complete the tasks and assignments associated to the course content.
Phase (III): Evaluation phase
• Immediately at the end of the course, post-test was done to re-assess students’ habits of mind using tool I and students’ academic stress was measured using tool II.
Results of this study:
The main results of the current study revealedthat:
Before intervention, It was observed that 62.5% of the students in the study group had a moderate level of habits of mind development compared to 57.5% of the control group had high level. After intervention, 95% of the students in the study group had high level of habits of mind development compared to 50% of the control group had moderate and high level. There was a highly statistical significant difference of students’ habits of mind before and after participation in the flipped classroom strategy compared to control group no statistically significant difference was found before and after applying flipped classroom strategy . The study also revealed that (55%) of the study group had low stress level compared to control group had moderate stress (67.5%)after their intervention.
There was statistically significant relation between students’ age and habits of mind (perseverance, questioning and posing problems) before intervention in favor of the study group ( p = 0.004*, p = 0.048* respectively). Furthermore, statistically significant relation was found between students’ gender and applying past knowledge in new situation before intervention (p = 0.002*). It can be seen that there was statistically significant relation between students’ Residence and their thinking flexibly after applying intervention in the study group ( p= .024*). It was noted that there was highly statistically significant difference between students’ information about flipped classroom and Imagination and innovation, Responding with amazement and wonderment and overall habits of mind after applying intervention (p = 0.014*,0.030*, 0.022* respectively).
It can be concluded that from the current study that: The flipped classroom was an effective innovative strategy that enhanced nursing students’ motivation, increased their independency for learning, improved students’ habits of mind, and decreased their academic stress.