Is a Flipped Classroom an Effective Educational Method to Meet Nursing Students' Learning Needs?

2.50
Hdl Handle:
http://hdl.handle.net/10755/603851
Category:
Full-text
Type:
Poster
Title:
Is a Flipped Classroom an Effective Educational Method to Meet Nursing Students' Learning Needs?
Author(s):
Best, Daniel Keith; Naber, Jessica L.
Lead Author STTI Affiliation:
Delta Epsilon
Author Details:
Daniel Keith Best, BSN Student, dbest1@murraystate.edu; Jessica L. Naber, RN
Abstract:
Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: In recent years there has been an outcry for educational reform on many levels from grade school to Doctoral Programs.  The goal is for pupils to not only regurgitate information but to truly learn material; this is extremely crucial in science and healthcare related fields. In 2001, the institute of Medicine (IOM) report, Crossing the Quality Chasm, described the current healthcare workforce as inadequately prepared to meet the needs of a growing and increasingly diverse patient population. Due to the constantly changing environment in healthcare, nurses must be able to adjust their techniques, mindset, and strategies to provide excellent care for their patients. Nurses have to be able to provide emergent care, assess critically ill patients, and identify both obvious and subtle changes in healthcare status; therefore nursing education must be unique. Nurses need to be educated using methods that improve critical thinking. A new method known as a “flipped classroom” has been introduced in general education. This study has been conducted to determine if this is an effective technique to educate future nurses.  To determine if this strategy is effective at educating future nurses, multiple studies and articles were analyzed. There is a shortage of empirical research about flipped classrooms, however, and also a lack of information and congruency about this educational strategy. In this study, students were interviewed via questionnaire to determine their opinions about the flipped classroom technique. In addition, faculty members who have implemented this strategy were interviewed to ascertain their perspectives on the method. Many benefits and obstacles of flipped classrooms were identified through this study. This information will be valuable for nursing educators in determining if they want to implement flipped classrooms in the future, how to best define a flipped classroom, how to incorporate the strategy into the classroom, and what obstacles to be aware of.
Keywords:
flipped classroom; nursing education; teaching strategies
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16PST59
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleIs a Flipped Classroom an Effective Educational Method to Meet Nursing Students' Learning Needs?en
dc.contributor.authorBest, Daniel Keithen
dc.contributor.authorNaber, Jessica L.en
dc.contributor.departmentDelta Epsilonen
dc.author.detailsDaniel Keith Best, BSN Student, dbest1@murraystate.edu; Jessica L. Naber, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603851en
dc.description.abstractSession presented on Saturday, April 9, 2016, and Friday, April 8, 2016: In recent years there has been an outcry for educational reform on many levels from grade school to Doctoral Programs.  The goal is for pupils to not only regurgitate information but to truly learn material; this is extremely crucial in science and healthcare related fields. In 2001, the institute of Medicine (IOM) report, Crossing the Quality Chasm, described the current healthcare workforce as inadequately prepared to meet the needs of a growing and increasingly diverse patient population. Due to the constantly changing environment in healthcare, nurses must be able to adjust their techniques, mindset, and strategies to provide excellent care for their patients. Nurses have to be able to provide emergent care, assess critically ill patients, and identify both obvious and subtle changes in healthcare status; therefore nursing education must be unique. Nurses need to be educated using methods that improve critical thinking. A new method known as a “flipped classroom” has been introduced in general education. This study has been conducted to determine if this is an effective technique to educate future nurses.  To determine if this strategy is effective at educating future nurses, multiple studies and articles were analyzed. There is a shortage of empirical research about flipped classrooms, however, and also a lack of information and congruency about this educational strategy. In this study, students were interviewed via questionnaire to determine their opinions about the flipped classroom technique. In addition, faculty members who have implemented this strategy were interviewed to ascertain their perspectives on the method. Many benefits and obstacles of flipped classrooms were identified through this study. This information will be valuable for nursing educators in determining if they want to implement flipped classrooms in the future, how to best define a flipped classroom, how to incorporate the strategy into the classroom, and what obstacles to be aware of.en
dc.subjectflipped classroomen
dc.subjectnursing educationen
dc.subjectteaching strategiesen
dc.date.available2016-03-29T13:11:10Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:11:10Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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