Feature ArticlesFlipping to Motivate Perceptions Among Prelicensure Nursing StudentsPence, Patricia L. EdD, MSN, RN; Franzen, Susan R. MLIS, MS; Kim, Myoung Jin PhDAuthor Information Author Affiliations: Assistant Professor (Dr Pence) and Professor/College Statistician and Director of the Office of Nursing Research, Scholarship, and Innovation (Dr Kim), Mennonite College of Nursing, and Nursing and Health Sciences Librarian at Milner Library (Ms Franzen), Illinois State University, Normal. P.L.P. received a Fellowship Scholarship to publish findings from this study. The authors declare no conflicts of interest. Correspondence: Dr Pence, Mennonite College of Nursing, Illinois State University, Campus Box 5810, Normal, IL 61790 ([email protected]). Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com). Accepted for publication: January 6, 2020 Published ahead of print: March 12, 2020 Cite this article as: Pence PL, Franzen SR, Kim MJ. Flipping to motivate: perceptions among prelicensure nursing students. Nurse Educ. 2021;46(1):43-48. doi: 10.1097/NNE.0000000000000814 Nurse Educator: 1/2 2021 - Volume 46 - Issue 1 - p 43-48 doi: 10.1097/NNE.0000000000000814 Buy SDC Metrics Abstract Background Research suggests flipped learning may improve student motivation to learn. Purpose This study examined motivation and learning strategies among prelicensure BSN students in a course taught using the flipped learning model. The hypothesis was that flipped learning may improve motivation and learning strategies of students. Methods A descriptive, comparative design examined motivation and learning strategies used by students in a flipped learning course. The Motivated Strategies for Learning Questionnaire and a demographic survey were administered to 25 BSN students at a Midwestern university. Results Substantial decreases were found from pretest to posttest mean scores for the task value, control of learning beliefs, and help seeking subscales. Conclusion The results did not support the hypothesis that flipped learning would improve motivation and learning strategies. Further research in larger diverse samples of students in a flipped learning course is recommended. Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved.