The Impact of Flipped Classroom Teaching Strategies with Nursing Students

Monday, 9 November 2015

Roxanne Hurley, MS, RN
Stacie Olson, DNP, RN, PMHNP
Department of Nursing, University of North Dakota, Grand Forks, ND, USA

The Impact of Flipped Classroom Teaching Strategies with Nursing Students

 Problem:   The flipped classroom technique has been identified as a method to promote increased engagement of students in their learning and the development of critical thinking skills.  Some studies have correlated increased grades to these techniques.  However, limited nursing research has been conducted on the flipped classroom method and little data exists about student or faculty perceptions of the strategy at the university level.  This research will enhance known information about effective teaching pedagogy for baccalaureate nursing students.  The purpose of this study is to determine the perceptions of students and faculty when using flipped classroom techniques and to identify if the technique contributes to better student learning outcomes. 

 Methodology:  Students enrolled in two undergraduate nursing courses at the University of North Dakota will be invited to voluntarily participate in the study.  Students will be notified prior to class of the required prep work for the flipped classroom technique.  During the class period, faculty will provide active learning and application scenerios for the students.  Following the class, the students and faculty will complete an online survey about their experiences.  The online forms will ask likert-type survey questions and open ended questions.  At the end of the semester, content exam scores will be analyzed to determine learning outcomes.   

 Analysis:  Quantitative data will be analyzed uutilizing descriptive correlational non-parametric analysis and reported in aggregate form. Qualitative data will be used illustratively only.  Learning outcomes will be analyzed using aggregate test score data of the class and will be compared to aggregate test score data from the prior semester class for the same content area.

 Implications for Clinical Practice:  It is imperative that nurse educators spend time discussing and investigating how to improve our teaching.  In the rush to change our classrooms to a more engaged, interactive way to learn and develop critical thinking skills, are the student’s learning the critical content knowledge necessary to become competent nurses?  The benefits of research on the scholarship of teaching and the development of nursing knowledge and critical thinking skills will be discussed. 

Authors:                      Roxanne Hurley, MS, RN

                                   Clinical Associate Professor

                                    Department of Nursing, University of North Dakota


                                    Stacie Olson, DNP,

                                    Clinical Assistant Professor          

                                    Department of Nursing, University of North Dakota