Abstract
Bridging the gap with flipped classroom Hanne Selberg, Metropolitan University College, Copenhagen, Martha Topperzer, University Hospital Rigshospitalet, Copenhagen, Denmark Background and aims Consistent with the strategy of increasing digitization and learner-centred teaching models in the nursing curriculum, we have reversed selected traditional lectures into simulation based teaching activities embedded in a ten week Pediatric Nursing module for third year nursing students. The current pilot study seeks to explore the impact on students’ learning and commitment when flipping the classroom using educational technologies such as online preparation contents and simulation based scenarios. Furthermore, the objective is to enhance theory-practice integration in the educational setting. Materials & Methods The flipped classroom model replaces three theoretical lectures addressing disease pathology and treatment of asthma, febrile seizures and poor nutritional status. In addition to reading selected theory and evidence-based articles, the students’ preparation also consists of viewing online video presentations prior to class. Furthermore, the students are expected to view specially produced instructional videos illustrating an array of specific practical procedures such as nasogastric tube placement. In order to promote hands-on involvement for all students, a class of forty students is divided into two groups of twenty for each session with two facilitators, see timetable 1 In-class sessions are designed according to Dieckmann´s model (2009) consisting of a pre-briefing with the possibility to reflect on and clarify uncertainties relating to theory and physiology relating to the simulation themes, which are then followed by setting intro, simulator briefing, scenarios and debriefing. The debriefing allows for students to reflect on how they applied their knowledge in the concrete patient situation which in turn promotes a positive learning experience. The learning objectives encompass both hands-on technical skills and non-technical communication skills enabling students to apply the theoretical knowledge acquired during the course to their participation in the simulations. It is of pivotal importance that all students obtain hands-on experience during the sessions to reduce the theory-practice gap. The ongoing study has been pilot tested during three courses with participation of 90 students in total and evaluated by qualitative questionnaires. Results & Conclusion The main themes derived from the data analysis are • Enhanced level of student preparation prior to class • Recognition of the need for preparing prior to class • Enhanced learner participation and motivation in class • Challenges the students´ performance • Facilitates an enhanced level of reflection and engagement in debriefing • The concept allows theoretical knowledge to be translated into practical application • The theory-practice integration enhances the learning outcome and helps memorize the content • Applying the theoretical knowledge in a practical setting facilitates a different sort of wondering on theory and practical interactions
Bidragets oversatte titel | Bridging the gap with flipped classroom |
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Originalsprog | Engelsk |
Publikationsdato | 15 jun. 2016 |
Antal sider | 2 |
Status | Udgivet - 15 jun. 2016 |
Begivenhed | SESAM 2016 Lisbon: 22nd Annual Meeting of the Society in Europe for Simulation applied to Medicine - Varighed: 15 jun. 2016 → 17 jun. 2016 https://www.sesam-web.org/events/event/sesam-lisbon/ |
Konference
Konference | SESAM 2016 Lisbon |
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Periode | 15/06/16 → 17/06/16 |
Internetadresse |
Emneord
- Læring, pædagogik og undervisning
- Flipped Classroom
- simulation pedagogy
- Sygdom, sundhedsvidenskab og sygepleje
- pediatric nursing