Flipping the Classroom: Education Transformation through Partnerships and Technology

Monday, 18 November 2013

Marsha L Burden, MS, RN1
Kay E. Hodson-Carlton, EdD, RN, ANEF, FAAN2
Linda Siktberg, PhD, RN, ANEF2
Gary Pavlechko, MEd3
(1)School of Nursing, Ball State University, Muncie, IN
(2)Nursing, Ball State University, Muncie, IN
(3)Ball State University, Muncie, IN

Learning Objective 1: The learner will be able to identify strategies to flip the classroom for increased student engagement, and didactic and clinical integration.

Learning Objective 2: The learner will be able to identify partnerships and technologies which can support flipping the classroom.

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.