Flipping the Classroom: Education Transformation through Partnerships and Technology

2.50
Hdl Handle:
http://hdl.handle.net/10755/307983
Category:
Abstract
Type:
Presentation
Title:
Flipping the Classroom: Education Transformation through Partnerships and Technology
Author(s):
Burden, Marsha L; Hodson-Carlton, Kay E.; Siktberg, Linda; Pavlechko, Gary
Lead Author STTI Affiliation:
Beta Rho
Author Details:
Marsha L Burden, MS, RN, mburden@bsu.edu; Kay E. Hodson-Carlton, EdD, RN, ANEF, FAAN; Linda Siktberg, PhD, RN, ANEF; Gary Pavlechko, Med
Abstract:

Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013

Flipping the Classroom: Education Transformation through Partnerships and Technology

Purpose: Faculty are challenged with the call for radical transformation in nursing education.  Benner, et al. (2010) has proposed shifts from decontextualized knowledge to salience, integrative teaching, clinical reasoning, and formation.  Experiences will be shared in flipping the classroom from decontextualized lecture “sage on the stage” to one of collaborative, concept driven “guide on the side” integration of didactic and clinical.  A description will include institutional partnerships and emerging technologies supporting the radical transformation.

 Methods: The creation of a Research Knowledge Group in 2012 lead to industry, institutional, administrative, and faculty partnerships for investigating how pedagogy, learning spaces, and technology impact student learning. Faculty in the psychiatric course flipped content from departmentalization to integration, active learning, concept engagement, and collaboration.  Partnerships and learning space technologies include virtual environments, concept mapping, case studies, and role playing that support transformational approach.

 Results:   Flipping the classroom was deployed with 156 students during 2012 and 2013.  Digital assets and teaching strategies were developed. The majority of content dissemination occurred outside of the class allowing active student engagement during class. Students verbalized increased confidence in the classroom and clinical.  Clinical staff, who were unaware of the change in the pre-classroom experiences, spontaneously reported students were able to “hit the floor running.”  

 Conclusions: Deployment of an Interactive Learning Space Initiative supports pedagogy that moves away from the traditional lecture to an engaged learning environment. Students were more prepared and demonstrated increased self-confidence during clinical.  Students displayed less signs of noticeable anxiety when interacting with clients and communicating with staff.   Data is currently being collected to investigate the effect of learning space environment, relationship between nursing studentslearning styles, and student performance between traditional and interactive classrooms.

Keywords:
nursing education transformation; flipped classroom; leadership in nursing education
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleFlipping the Classroom: Education Transformation through Partnerships and Technologyen_GB
dc.contributor.authorBurden, Marsha Len_GB
dc.contributor.authorHodson-Carlton, Kay E.en_GB
dc.contributor.authorSiktberg, Lindaen_GB
dc.contributor.authorPavlechko, Garyen_GB
dc.contributor.departmentBeta Rhoen_GB
dc.author.detailsMarsha L Burden, MS, RN, mburden@bsu.edu; Kay E. Hodson-Carlton, EdD, RN, ANEF, FAAN; Linda Siktberg, PhD, RN, ANEF; Gary Pavlechko, Meden_GB
dc.identifier.urihttp://hdl.handle.net/10755/307983-
dc.description.abstract<p>Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013</p>Flipping the Classroom: Education Transformation through Partnerships and Technology <p>Purpose: Faculty are challenged with the call for radical transformation in nursing education.  Benner, et al. (2010) has proposed shifts from decontextualized knowledge to salience, integrative teaching, clinical reasoning, and formation.  Experiences will be shared in flipping the classroom from decontextualized lecture “sage on the stage” to one of collaborative, concept driven “guide on the side” integration of didactic and clinical.  A description will include institutional partnerships and emerging technologies supporting the radical transformation. <p> Methods: The creation of a Research Knowledge Group in 2012 lead to industry, institutional, administrative, and faculty partnerships for investigating how pedagogy, learning spaces, and technology impact student learning. Faculty in the psychiatric course flipped content from departmentalization to integration, active learning, concept engagement, and collaboration.  Partnerships and learning space technologies include virtual environments, concept mapping, case studies, and role playing that support transformational approach. <p> Results:   Flipping the classroom was deployed with 156 students during 2012 and 2013.  Digital assets and teaching strategies were developed. The majority of content dissemination occurred outside of the class allowing active student engagement during class. Students verbalized increased confidence in the classroom and clinical.  Clinical staff, who were unaware of the change in the pre-classroom experiences, spontaneously reported students were able to “hit the floor running.”   <p> Conclusions: Deployment of an Interactive Learning Space Initiative supports pedagogy that moves away from the traditional lecture to an engaged learning environment. Students were more prepared and demonstrated increased self-confidence during clinical.  Students displayed less signs of noticeable anxiety when interacting with clients and communicating with staff.   Data is currently being collected to investigate the effect of learning space environment, relationship between nursing students<b>’ </b>learning styles, and student performance between traditional and interactive classrooms.en_GB
dc.subjectnursing education transformationen_GB
dc.subjectflipped classroomen_GB
dc.subjectleadership in nursing educationen_GB
dc.date.available2013-12-19T17:25:00Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:25:00Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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