Nurse leaders have outlined the requirements for nurse educators to engage and assess students as they apply and synthesize knowledge over time and across various clinical scenarios. Flipped learning is a method of student-centered learning that holds much promise in addressing this mandate. Flipped learning involves instructors developing and providing content to the students prior to class and then using class time for evaluation of knowledge, comprehension, application, and synthesis. There is encouraging but limited evidence about flipped learning in nursing compared with other health care disciplines. A range of challenges to flipped learning have been identified, however questions related to determining appropriate motivation and incentives for students to come to class prepared have not been explicated. This study sought to inquire about this challenge in addition to exploring student and faculty perspectives on flipped learning. In addition, student researchers working on the project explored the perspectives and experiences of “minority” graduate nursing students related to flipped learning. Philosophies and practices of emancipatory nursing along with Black feminist thought provided the conceptual frameworks for this research.
Method
The graduate nursing faculty of a family nurse practitioner program implemented flipped learning in research and clinical courses over two semesters and then commenced an exploratory, insider action research study during the subsequent semesters, as the flipped learning approach expanded into more courses. Faculty data included instructor observation, reflective journaling, debriefing sessions and dialogical development of thematic findings. Student data on flipped learning was obtained from focus groups that was coded and analyzed using a critical constructivist grounded theory methods approach. Using Doris Boutain’s, “Identity, Research, and Health Dialogic Interview Format,” student researchers independently reflected on multiple aspects of their identity as “minority women”, in relationship to flipped learning, and then compared and contrasted their reflections dialogically.
Findings
Faculty found the flipped learning approach to be a significant improvement over traditional lecturing, particularly as it provides opportunity for continuous assessment and feedback. Faculty determined in class case studies – followed by brief multiple choice quizzes, with a meaningful point value, encouraged students to come to class prepared. On the student front, overwhelming approval of the flipped method prevailed. Students identified numerous advantages such as (1) flexibility and personalizing the learning experience related to lifestyle/roles, (2) autonomy related to being in control of learning and improving time management, (3) competency related to building confidence and dispelling myths of passivity, and (4) promoting student and instructor negotiation and preparation. Students strongly prefer both audio and slide content material prior to class. Generative tensions related to authority and control of the courses surfaced. Flipped learning is supportive and culturally congruent with a range of identities.
Discussion
Flipped learning is an action oriented approach to learning that holds potential for “democratizing” the classroom and democratic professionalism. Graduate nursing faculty continue participatory practices of peer evaluation, debriefing, and, dialogue to share knowledge and experience of flipped learning approaches so as to continue to evaluate and improve teaching and learning methods in the graduate nursing program. Exploring “minority” identity in flipped learning and the relationship to nurse practitioner education, practice, social justice and health equity will also be discussed.