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Undergraduate nurse educators' transition to flipped classroom: A qualitative study
Jean S Bernard1, Masoud Ghaffari2
1Department of Nursing, Appalachian State University, Leon Levine Hall, Boone, North Carolina.
Nursing Forum
|June 12, 2019
Summary
Nurse educators experienced challenges transitioning to flipped classrooms but observed improved student problem-solving and test scores. They advocate for continued integration with more institutional support.
Area of Science:
- Nursing Education
- Educational Strategies
- Pedagogical Research
Background:
- The flipped classroom model is gaining traction in nursing education.
- Limited research exists on faculty experiences implementing this pedagogical shift.
- Understanding faculty transitions is crucial for successful adoption.
Purpose of the Study:
- To explore undergraduate nurse educators' transition from traditional to flipped classroom methods.
- To describe faculty-perceived successes and challenges during this implementation process.
Main Methods:
- Qualitative approach utilizing interpretive description.
- Purposive sampling of sixteen undergraduate nurse educators across the US and Canada.
- Semistructured interviews, audio-recorded and transcribed for thematic analysis.
Main Results:
- Faculty faced significant challenges in redesigning curricula and encountered resistance from students and peers.
- Observed benefits included enhanced student problem-solving and self-determination.
- A stronger correlation was noted between faculty-created and standardized test scores.
Conclusions:
- Nurse educators advocate for continued integration of flipped classrooms in nursing curricula.
- Increased collegial and administrative support is recommended for successful implementation.
- The study highlights the need for faculty development and institutional backing for innovative teaching methods.