The learning expectations of undergraduate nursing students for the flipped

Objective: This study aimed to investigate the learning expectations of undergraduate nursing students regarding the flipped Methods: This descriptive, qualitative study was conducted at a medical university in Fuzhou, Fujian Province, China. An interview outline was designed based on the core dimensions of Expectation Confirmation Theory (expectation sources, expectation content, and expectation importance). Thirty second-year undergraduate nursing students who had completed first-year basic medical courses and were about to take the flipped Results: Five major themes and thirteen subthemes were identified. Theme 1 was expectation sources-perceived learning difficulties from past experiences, which included four subthemes: insufficient autonomous learning ability, confusion regarding learning methods, insufficient engagement in learning, and low professional identity. Theme 2 included knowledge and information expectations, which comprised three subthemes: knowledge to improve professional competence, knowledge to enhance academic competitiveness, and knowledge to boost self-efficacy. Theme 3 comprised logical expectations and included two subthemes: flexible teaching methods and efficient instructional tools. Theme 4, pleasure expectations, included two subthemes: vivid teaching styles and diversified teaching evaluations. Theme 5 comprised professional value expectations and included two subthemes: teachers' responsible professional attitudes and gentle emotional support. Conclusion: Students' learning expectations originate from perceived learning difficulties, such as insufficient learning autonomy and engagement, confusion about learning methods, and a lack of professional identity. They showed various learning expectations for the flipped