Building a bridge between nursing classroom content and application of that content remains an ongoing challenge. One method of addressing this issue is the use of the fully flipped classroom model (Schlairet, Green, & Benton, 2014). Previously our quality improvement efforts had resulted in moving to a semi-flipped classroom model. Continued quality improvement has resulted in transforming to a fully-flipped classroom model.
Objective:
The purpose of this presentation is to describe the activities involved in the transformation of a nursing course using a semi-flipped nursing classroom model to a fully-flipped nursing classroom model, along with the evaluation procedures used.
Learning Objectives
1. The learner will be able to identify three transformational activities useful in transitioning from semi-flipped to a fully-flipped nursing classroom model.
2. The learner will be able to describe two nontraditional methods of evaluating the fully-flipped nursing classroom model.
Methods
The aims of this transformation were to create a more student-centered course that helped students move beyond reading and memorization to application and analysis (Hessler, 2016). The nursing cohort was familiarized with the fully-flipped classroom model the first week of class.
Pre-class activities fell within the knowledge and comprehension domain, and consisted of reading assignments, videos, and voice-over power-points (Billings, 2016). Students had the ability to choose assignments based on their self-identified learning needs.
The in-class activities were at the application and analysis domain, and consisted of interactive case analysis, unfolding case studies, and group work. “What if” questions were threaded through the in-class activities. Peer discussion was encouraged and faculty facilitated the discussion to ensure reasoning and decision making were integrated throughout the class time. Faculty also was able to highlight nuances and address common misconceptions.
The evaluation procedure consisted of various methods. A class prepared assessment tool (knowledge and comprehension) was administered at the beginning of each class to determine the degree to which students were prepared for the in-class activities. A one-minute assessment was also conducted in class to determine nursing students’ clarity and cloudiness of content from pre-class and in-class activities. Students’ access to the course learning management system of pre-class content (date and time) was monitored to determine if and when the content was accessed (Boyle, Quail, Loo, & Linn, 2016). Further evaluation consisted of mastery level nursing quizzes and virtual nursing clinical experiences.
Results:
Transformation of the nursing course delivery from a semi-flipped to a fully-flipped classroom model resulted in increased student engagement, increased faculty satisfaction, and influenced learning outcomes.
Application to Educational Practice:
Implementation of the fully-flipped classroom model in a nursing course has the potential to impact student engagement, faculty satisfaction, and learning outcomes.