Is the “flipped” pedagogical model the answer to the challenges of rural nursing education?: A discussion paper?

Abstract

Rural Australian health services face significant challenges such as aging populations, access and retention of services and health practitioners as well as difficulties with staff training due to geographic isolation. Educational pedagogy, through a 'flipped' or 'flipped' classroom method has become popular in nursing literature whereby discussion surrounding its effectiveness, ability to increase performance, address learning outcomes and resolve the education-clinical practice divide is currently being explored. Several reviews that look specifically at the validity and implementation of the flipped classroom pedagogy into nursing education demonstrate a need for further scientific research. Current literature examines the in-class on campus implementation of the methodology but rarely does it consider the advantages or ways of implementing such a method in a rural off campus nursing learning environment. The use of technology is not the solution unless supported by interaction to develop practical situational skills. The authors consider advantages and disadvantages and identify central problems for the effective implementation of 'flipped' in off-campus rural nursing education.

Human resources for health interventions in high- and middle-income countries: findings of an evidence review

“…Curriculum reform The most commonly cited reform involved increased clinical training and case training, using both simulated and actual patient encounters to ensure medical students gain confidence interacting with patients and transitioning between training and work, including in Denmark, the United Kingdom, the United States of America, and Kuwait [31,45,113]. In rural areas, a virtual flipped classroom approach is sometimes taken when clinical training is not feasible in the workplace [114]. This approach consists of blended learning or problem-based learning through an immersion via virtual reality clinical training or clinical training in the workplace, which is currently not available for many rural nursing distance education students due to the lack of commitment to investment in staff and in technology, which requires great funding.…”

Rural transition to practice: A phenomenological analysis of the new graduate nurses’ experience

“…[11] Recommended strategies to teaching rural theory include using active learning and simulation. Anolak et al [14] suggests that a pedagogical approach to nursing education including a "flipped" classroom would support learners. Using this approach, which includes self-paced learning and immersive experiences such as virtual simulation, could be paired with clinical practice to augment rural nursing education further.…”

Flipped Classroom – A novel breakthrough in learning

“…The flipped classroom in undergraduate education was towards developing deep learning (Mason GS et al, 2013). The use of technology is not the solution unless supported by interactive student-centred activity based on small group learning (Helena Anolak et al, 2018).…”