Date
3-10-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Sharon B. Farrell
Keywords
flipped pedagogy, pathophysiology, clinical judgment, critical thinking, flipped pathophysiology, nursing clinical judgment
Disciplines
Curriculum and Instruction | Nursing
Recommended Citation
Harmon, Ashley L., "Investigating Nursing Instructors’ Perceptions of Students’ Critical Thinking and Clinical Judgment After Attending a Flipped Pathophysiology Course" (2026). Doctoral Dissertations and Projects. 8009.
https://digitalcommons.liberty.edu/doctoral/8009
Abstract
The purpose of this phenomenological study was to understand an instructor’s ability to develop critical thinking and clinical judgment for pathophysiology nursing students at a state university in the southeastern United States while using the flipped pedagogical approach. The theory guiding this study was Piaget’s constructivist theory, which aligned with the active role of learners in constructing knowledge, and supported the exploration of how flipped classrooms influenced the development of critical thinking and clinical judgment. The central research question for this study was: What are nursing instructors’ perceptions of students' development of critical thinking and clinical judgment when applying pathophysiology concepts in subsequent nursing courses after attending a flipped pathophysiology course? Transcendental phenomenology was chosen as the study design to explore this question, as it focused on capturing and understanding individuals' lived experiences and perceptions. The sample consisted of nursing instructors who taught students after they attended a flipped pathophysiology course. Data were collected through interviews, observations, and letter writing, and analyzed using Moustakas’ approach to transcendental phenomenological analysis. The triangulation of the data produced six themes: (a) Growth in Critical Thinking, (b) Development of Clinical Judgment for Complex Care, (c) Integration of Pathophysiology Across Contexts, (d) Influence of Flipped Pedagogy, (e) Challenges and Instructional Adaptations, and (f) Classroom Environment and Dynamics. The flipped methodology was viewed as enhancing higher-order thinking, clinical preparedness, and safer practice, despite some reliance on memorization and varying faculty willingness to adopt the approach.
