Lived Experiences of Postgraduate Diploma Community Nursing Students with Flipped Learning at the Higher Institute of Health Specialties: A Phenomenological approach

Background: Flipped learning is an innovative teaching and learning strategy that enhances student-centredlearning. This study aimed to explore postgraduate diploma nursing students’ lived experiences with flippedlearning in the Community Health Nursing Practice Program at the Higher Institute of Health Specialties in Oman.Method: A hermeneutic phenomenological qualitative approach was used in the study, and six Omani studentswere interviewed.Findings: Thematic analysis revealed four themes: procedural experience of flipped learning, perceived benefitsand challenges, instructor-student roles, and comparison with lecture-based learning.Conclusion: The study findings revealed that flipped learning enhanced engagement, critical thinking, andindependent learning, but posed challenges like increased workload. The study offers insights for curriculumreform and highlights the importance of contextualizing flipped learning within Arab nursing education to meetevolving educational and professional demands.