Introduction:

The resources provided by information and communications technology associated with a guided teaching method enrich the pedagogical results in the classroom. Flipped classroom or inverted class allows optimizing times and encourages active and collaborative learning.

Aim:

To identify the perception of satisfaction of nursing students with the incorporation of the flipped classroom methodology in the physiology activity.

Subjects and methods:

It is a quantitative study, descriptive-transversal. The sample of intentional non-probabilistic type (n = 24). The perception of the students was obtained with a semi-structured questionnaire. The data were subjected to coding, and descriptive statistics were used for its analysis.

Results:

The results show a 66.85% satisfaction with the use of the flipped classroom methodology and compliance with the declared competencies, however, 8.08% of students perceive that this methodology demands extra time outside the classroom.

Conclusions:

Students perceive that the flipped classroom method demands a lot of personal work time. However, they recognize that this method allows them to develop generic competences and value innovation and the use of information and communications technologies, as a tool that strengthens their learning.

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