Flip your classroom: Reach every student in every class every day

The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education.

Evidence is accumulating that nurses completing pre-licensure programs are not equipped with the essential knowledge and skills for today’s nursing practice, nor prepared to continue learning for tomorrow’s nursing. Citing the need to improve quality and increase capacity, this paper offers three recommendations for transforming nursing education: (1) Create new nursing education systems which use existing resources in community colleges and universities and which provide for common prerequisites and a shared competency-based nursing curriculum and instructional materials. (2) Convene one or more expert panels to develop model pre-licensure curricula which: (a) can be used as a framework by faculty in community college-university partnerships for development of their local curriculum; (b) are based on emerging health care needs and widely accepted nursing competencies as interpreted for new care delivery models; (c) incorporate best practices in teaching and learning. (3) Invest in a national initiative to develop and evaluate new approaches to pre-licensure clinical education, including a required post-graduate residency under a restricted license. The author notes that these changes will require significant investment in the reforms, as well as in nursing education research and faculty development. The return on investment would be improved educational capacity and a better prepared nursing workforce, responsive to emerging health care needs and rapidly changing health care delivery systems. TRANSFORMING PRE-LICENSURE NURSING EDUCATION: PREPARING THE NEW NURSE TO MEET EMERGING HEALTH CARE NEEDS The Carnegie Foundation for the Advancement of Teaching joins a chorus of calls for transformation of pre-licensure nursing education (Benner et al., 2009b). Citing the shift of significant responsibility to nurses for managing complex medical regimens, as well as increasing complexity of community based practices, Benner and colleagues concluded that nurses entering the field are not equipped with the essential knowledge and skills for today’s practice nor prepared to continue learning for tomorrow’s nursing (p. 31). They found (1) weak curricula in natural sciences, technology, social sciences and humanities, and in developing cultural competency; (2) weak classroom instruction and limited integration between classroom and clinical experiences; (3) limited strategies in helping The Future of Nursing: Leading Change, Advancing Health Copyright National Academy of Sciences. All rights reserved.

The Future of Nursing: Leading Change, Advancing Health Key Messages and Report Recommendations

An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The purpose of the present review is to provide an overview of flipped classroom studies in K-12 education. Particularly, we put emphasis on revealing and addressing the potential challenges of flipped classroom approach. Fifteen journal publications of K-12 flipped classrooms were analyzed in terms of their flipped learning activities, student achievement, student attitude, and challenges encountered. The results suggested that a variety of pre-class (e.g., online exercises) and in-class (e.g., brief review, individual practices) activities were provided in addition to instructional videos and small-group activities respectively. The use of flipped classroom approach in K-12 education yielded a neutral or positive impact on student achievement when compared to traditional classroom. Mixed results of student attitude toward flipped classroom approach were discovered. Challenges of implementing flipped classrooms were identified and categorized into student-related challenges, faculty challenges, and operational challenges. Based on the suggestions of previous studies together with relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10 guidelines to address these challenges. Finally, several recommendations of future research are provided.

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A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research

Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis

In the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC's current state of the science within higher education. Examination of this model's definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.

The Flipped Classroom: Fertile Ground for Nursing Education Research

A principle-based concept analysis of student engagement was used to examine the state of the science across disciplines. Four major perspectives of philosophy of science guided analysis and provided a framework for study of interrelationships and integration of conceptual components which then resulted in formulation of a theoretical definition. Findings revealed student engagement as a dynamic reiterative process marked by positive behavioral, cognitive, and affective elements exhibited in pursuit of deep learning. This process is influenced by a broader sociocultural environment bound by contextual preconditions of self-investment, motivation, and a valuing of learning. Outcomes of student engagement include satisfaction, sense of well-being, and personal development. Findings of this analysis prove relevant to nursing education as faculty transition from traditional teaching paradigms, incorporate learner-centered strategies, and adopt innovative pedagogical methodologies. It lends support for curricula reform, development of more accurate evaluative measures, and creation of meaningful teaching-learning environments within the discipline.

Jean S. Bernard

Papers

The Flipped Classroom: Fertile Ground for Nursing Education Research

Student Engagement: A Principle-Based Concept Analysis.