Undergraduate nurse educators’ transition to flipped classroom: A qualitative study

Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study

“…Redesigning the learning experiences is an integral part of pedagogy and requires the nursing faculty to provide instruction by integrating problem-solving strategies and offering meaningful learning outcomes (Bernard, 2015;Mailloux, 2011;Rocca, 2010). This requires careful assimilation of relevant techniques to suit the learner-centered teaching practices, through using technology, simulation, gaming, narratives, art, reflection, and problem-based learning (Crookes, Crookes, & Walsh, 2013;Rodrigues & Zealand, 2016).…”

“…Evidence-based teaching practices (EBTP) necessitate that nurse educators must move beyond the traditional instructional strategies and use explorative teaching methods supported by qualitative and quantitative research findings (Valiga, 2006). This also requires that the faculty should possess a profound understanding of educational theories and researches to implement learner-centered teaching models, to bring the most appealing results, and to address the perceived barriers associated with its implementation (Bernard, 2015).…”

“…FCR also showed that it fosters team learning ability in students (Sojayapan & Khlaisang, 2018). Although FCR is relatively a new approach in teaching and supporting a student-centered, active-learning approach, with improved academic performance in students, class attainment, greater participation, and a perspective toward learning, quantitative research of student outcomes based on a flipped classroom is very limited (Harrington, Bosch, Schoofs, Beel-Bates, & Anderson, 2015), particularly in the field of nursing education (Bernard, 2015;Panicker, 2018).…”

Andragogy and teaching techniques to enhance adult learners’ experience

“…[37] Active teaching techniques such as case studies, role-play, patient scenarios, concept maps, mini lectures, and group discussions are utilized in the classroom to enhance and construct knowledge related to the pre-work. [37,38] Offering a pre-test or online quiz related to the pre-work can be an incentive for students to feel motivated to complete the pre-work and helps educators with understanding specific areas of teaching that may need additional work in the classroom. [38] The goal of a flipped classroom is to make students become more active and self-directed in their learning, build on and construct knowledge, and improve critical thinking skills.…”

“…[37,38] Offering a pre-test or online quiz related to the pre-work can be an incentive for students to feel motivated to complete the pre-work and helps educators with understanding specific areas of teaching that may need additional work in the classroom. [38] The goal of a flipped classroom is to make students become more active and self-directed in their learning, build on and construct knowledge, and improve critical thinking skills. [39] Nursing students need to have a higher level of cognition of the knowledge they are being taught to be successful in the current health care environment and flipping the classroom can help to achieve this.…”