Flipped Classroom in Nursing Education

Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.

The study by Baepler, Walker and Driessen (2014) focuses on how to improve the effectiveness of chemistry class using flipping. Authors focused on how seat time can be reduced by at least two-thirds to enhance active learning as opposed to the traditional amphitheater. The study method involved recording didactic content as well as measuring of flipped and blended format for the subsequent semester. The researchers also used the multiple-choice exam to examine student subject matter learning. The results indicate that in a flipped classroom, the faculty of the students was reduced by two-thirds and learners were able to achieve the objectives better than in the traditional classroom. The study is relevant since it shows how improving study environment enhances learning outcome. However, the authors did not show how seating per square foot is effective in utilizing the classroom space. The study is published on Elsevier and it is useful in showing the advantages of the flipped classroom over traditional classes.

Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ’flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21.

The study by Betihavas et al. (2016) presents a systematic review of the importance of the flipped classroom in nursing education. The study aims at examining the application of flipped classroom in nursing education as well as the benefits associated with the teaching style. Researchers collected the data by reviewing 21 sources published on EMBASE, ERIC, CINAHL, and PubMed. The critical appraising tool was used as the main inclusion and exclusion strategy. Nine studies were included in the research whereby five studies were used to examine academic outcome as well as the satisfaction of the students in adopting a flipped classroom. The study concluded that flipped classroom results into positive academic outcomes. However, the authors found that the learning outcome was excellent when the students are informed about the purpose of introducing the flipped classroom. The main bias of the study is that it does not present reliable and justifiable results since it relies on secondary data and the authors did not conduct an experiment to justify the published evidence. However, the research is available in PubMed and is useful in examining the benefits of Flipped over traditional classroom.

Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.

The research conducted by Kim et al. (2014) used mixed research approaches to collect data on the application of the flipped classroom. The study employed a revised community of inquiry framework to examine design principles emerging from the data. Researchers argue that flipped classroom design principles are multidimensional and require diverse examination. The study evaluated three instances of the unique disciplines within the flipped classroom. The research sample included 115 students and three instructors in three different classes. The flipped classroom design was developed and the results indicated that there were improved learning outcomes under the flipped classroom. The study is useful in comparing the academic performance of students using traditional classroom design as well as those using the flipped classroom. However, researchers fail to show the factors contributing to the improved academic performance under the flipped classroom the research file is assessable on Elsevier.

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.

McLaughlin et al. (2014) present an interesting study of how classrooms have been redesigned to foster learning among health professionals. Researchers argue that regardless of various proposed solutions to improve academic performance, less effort has been put o the design of the classroom as one of the major element that improves learning outcomes. The reviews secondary sources to determine the outcome after North Carolina Eshelman School of Pharmacy withdrew all lectures and replaced them with online videos as a way of implementing active learning. The article serves as a guide for an educational program that is indenting to implement innovative and active approaches to transform the learning experience of the students. The study does not use primary data making it difficult to carry out validation and verification of the results. The article is available on Journals.lww and is useful to both instructors and students when implementing a flipped classroom.

References

Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.

Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21.

Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M. & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.