2.50
Hdl Handle:
http://hdl.handle.net/10755/304456
Category:
Full-text
Type:
Presentation
Title:
The Flipped Classroom in Graduate Nursing Education
Author(s):
Critz, Catharine Maureen; Knight, Diane Demeter
Lead Author STTI Affiliation:
Non-member
Author Details:
Catharine Maureen Critz, PhD, MSN, BSN, ccritz@hpu.edu; Diane Demeter Knight, PhD, MSN, BSN;
Abstract:

Session presented on: Wednesday, July 24, 2013

Purpose: .'The purpose of this study was to answer the research question, Will graduate students in the Family Nurse Practitioner Program report satisfaction and appropriate knowledge acquisition with the flipped classroom experience?''

Methods: Twenty students were polled from two sections Spring 2011 (n=10) and Summer 2011 (n=10).' The students were given verbal and email instructions about how to access Survey Monkey, an anonymous online survey database.' A semi-structured, ten item survey was developed by the researchers and reviewed by other faculty for veracity.' A mixed methods approach was used.' Each of the ten items were rated using a Likert scale ranging from 'Extremely worthwhile' to 'Not at all worthwhile' and space was provided for comments.' Forced-choice answers were analyzed using descriptive statistics, while comments were analyzed using descriptive content analysis.' Grades or class standing were not affected if students chose not to participate.

Results: The flipped classroom model was an overwhelming success for both faculty and students.' Faculty watched students take charge of their own learning and become far more engaged in in-classroom discussions.' All of the students were positive about the flipped format.' All of the students felt the material covered was worthwhile for practice.' Nearly all of the students surveyed felt that completing reading, viewing lectures, and answering questions prior to coming to class was either 'very' or 'extremely' worthwhile.' Students reported getting the right content, the right amount of assignments, and favored the move to more in-class case scenarios and collaborative learning.

Conclusion: Very little research is available about the use of the flipped classroom in nursing education.' This beginning research suggests that the flipped classroom is a viable, engaging, and meaningful format for graduate nursing education.' More research is needed.

Keywords:
Pedagogy; Flipped Classroom; Graduate Education
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013 ; 22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleThe Flipped Classroom in Graduate Nursing Educationen
dc.contributor.authorCritz, Catharine Maureenen
dc.contributor.authorKnight, Diane Demeteren
dc.contributor.departmentNon-memberen
dc.author.detailsCatharine Maureen Critz, PhD, MSN, BSN, ccritz@hpu.edu; Diane Demeter Knight, PhD, MSN, BSN;en
dc.identifier.urihttp://hdl.handle.net/10755/304456-
dc.description.abstract<p>Session presented on: Wednesday, July 24, 2013</p><b>Purpose: </b>.'The purpose of this study was to answer the research question, Will graduate students in the Family Nurse Practitioner Program report satisfaction and appropriate knowledge acquisition with the flipped classroom experience?'' <p><b>Methods: </b> Twenty students were polled from two sections Spring 2011 (n=10) and Summer 2011 (n=10).' The students were given verbal and email instructions about how to access Survey Monkey, an anonymous online survey database.' A semi-structured, ten item survey was developed by the researchers and reviewed by other faculty for veracity.' A mixed methods approach was used.' Each of the ten items were rated using a Likert scale ranging from 'Extremely worthwhile' to 'Not at all worthwhile' and space was provided for comments.' Forced-choice answers were analyzed using descriptive statistics, while comments were analyzed using descriptive content analysis.' Grades or class standing were not affected if students chose not to participate. <p><b>Results: </b> The flipped classroom model was an overwhelming success for both faculty and students.' Faculty watched students take charge of their own learning and become far more engaged in in-classroom discussions.' All of the students were positive about the flipped format.' All of the students felt the material covered was worthwhile for practice.' Nearly all of the students surveyed felt that completing reading, viewing lectures, and answering questions prior to coming to class was either 'very' or 'extremely' worthwhile.' Students reported getting the right content, the right amount of assignments, and favored the move to more in-class case scenarios and collaborative learning. <p><b>Conclusion: </b> Very little research is available about the use of the flipped classroom in nursing education.' This beginning research suggests that the flipped classroom is a viable, engaging, and meaningful format for graduate nursing education.' More research is needed.en
dc.subjectPedagogyen
dc.subjectFlipped Classroomen
dc.subjectGraduate Educationen
dc.date.available2013-10-22T20:36:16Z-
dc.date.issued2013-10-22-
dc.date.issued2013-10-22en
dc.date.accessioned2013-10-22T20:36:16Z-
dc.conference.date2013en
dc.conference.name24th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationPrague, Czech Republicen
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en
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