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A preliminary framework to guide implementation of The Flipped Classroom Method in nursing education
Connie Barbour1, Jenny B Schuessler1
1University of West Georgia, Georgia.
Nurse Education in Practice
|November 16, 2018
Summary
Nursing education needs transformation to meet complex healthcare demands. The Flipped Classroom Method (FCM) offers an innovative approach, supported by a new framework for nurse educators to enhance learning.
Area of Science:
- Nursing Education
- Pedagogical Innovation
Background:
- Healthcare environments have grown more complex over 30 years.
- Traditional nursing educational methods have not kept pace with these changes.
- There is a recognized need to transform nursing education for contemporary practice.
Purpose of the Study:
- To propose a preliminary framework for nurse educators implementing the Flipped Classroom Method (FCM).
- To support nurse educators in reflecting on learner needs and FCM implementation.
- To synthesize theoretical constructs for effective FCM integration in nursing education.
Main Methods:
- The study presents a preliminary framework synthesized from multiple learning theories.
- Theories integrated include andragogy, constructivism, self-efficacy, and diffusion of innovations.
- The framework is designed to guide nurse educators in applying the FCM.
Main Results:
- The Flipped Classroom Method (FCM) is identified as an innovative teaching strategy.
- FCM promotes critical thinking and the application of knowledge to real-world problems.
- The proposed framework aids educators in understanding and implementing FCM.
Conclusions:
- Nursing education requires innovative methods like FCM to prepare nurses for complex environments.
- The preliminary framework provides theoretical support for nurse educators adopting FCM.
- Shifting epistemic beliefs and utilizing effective learning theories are crucial for educational transformation.
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