Students’ learning experiences in a blended–flipped programme. A narrative approach

Adult nursing students in flexible higher education must continuously navigate the demands of study, work and family life. Blended learning and the flipped classroom are models that are widely promoted in higher education to increase access, flexibility and student participation across geographical contexts. However, there is limited research on how students experience and navigate their learning processes within such models. This article addresses this research gap by presenting findings from a qualitative study exploring first-year nursing students’ learning experiences in a fully blended–flipped nursing programme. The programme design integrates online and in-person activities through student-centred and collaborative learning. A narrative approach was used to analyse 100 written learning logs from 37 students in their first semester, to capture the richness and everyday complexity of their learning experiences as they unfold over time. The findings illustrate how the interplay between structured learning paths, flexibility and collaboration supports engagement and belonging while also posing challenges. These insights add a valuable insight and inform the design of supportive, inclusive learning environments in flexible higher education.