Flipped Clinical Teaching: Battling COVID-19 With Creative and Active Pedagogy

Abstract

Background: During the onset of the coronavirus disease 2019 global pandemic, Schools of Nursing transitioned from the traditional clinical teaching and learning experiences to synchronous online learning. Method: As part of the Capstone experience in the second-degree, final semester course, students selected one clinical specialty area. Four full-time clinical faculty and five adjunct clinical instructors collaborated in flipped clinical lesson plans 3 weeks prior to the start of the semester. The lesson plan included three components: preconference, active learning, and postconference. Student evaluation of the experience was another critical component. Results: The student evaluation surveys supported that 95% of the respondents identified that the flipped clinical experience was a successful methodology to reinforce clinical concepts. Conclusion: The flipped clinical learning approach showed promise as an effective way to provide remote clinical instruction for students during public health emergencies, when shortage of clinical sites arise, or as a replacement for missed clinical hours. [ J Nurs Educ . 2021;60(9):534–537.]

Changes in Clinical Training for Nursing Students during the COVID-19 Pandemic: A Scoping Review

“…In a study by Hassler et al (2021) [ 23 ], flipped clinical practice was analysed through a synchronized remote clinical experience in one clinical specialty chosen by 98 s-year nursing students. Students emphasized that they saw the methodology as successful to reinforce clinical concepts to simulate the experiences of the traditional hospital setting’s clinical training ( Table 2 ).…”

“…Simulation sessions were structured in steps, with suggested reading, pre- and post-simulation quizzes, interactive clinical scenarios, and reflection [ 25 , 26 ]. They improved communication skills by role-playing, gaining experience in practical activities, and flipping clinical practice to replicate traditional care [ 17 , 20 , 23 ]. Scholarly journals were also proposed to enhance reflection and knowledge acquisition by virtual clinical practice [ 26 ].…”

“…The primary contexts varied from maternal–pediatric [ 18 , 19 , 23 , 27 ], women’s health [ 20 ], psychiatric mental health [ 21 , 23 , 27 ], medical–surgical health [ 22 , 26 , 27 ], adult health [ 23 ], nursing fundamentals/profession stage [ 17 , 27 ], and community health promotion and wellness reproductive health [ 27 ].…”

“…Reflective and debriefing periods were viewed as positive. Professor–student and student–student interaction encouraged discussion, feedback, and interchange of opinions [ 21 , 22 ], analysis of clinical competencies and information to include in the nursing process [ 22 , 24 ], and clinical concepts reinforcement [ 23 ]. A positive modification in students’ attitudes was also noticed, such as confidence, resilience, gratitude, or embracing advocacy [ 20 , 25 , 26 , 28 ].…”

Appraising Technology-Enhanced Teaching Using a Conceptual Framework

“…Augmentation occurs when the application of technology allows for functional improvement to previously employed teaching/learning strategies. Hassler et al 3 described converting clinical evaluation forms to portable document format (PDF) to facilitate students' ability to share their progress with their instructors online. Other examples of augmentation include creating technology-enhanced presentations with web-based apps, such as Canva, Prezi, and Google Slides, to highlight students' work.…”