📚 Research Snippet
EP #14: Literature Review of a Flipped Classroom in Nursing Education
💬 What if ...
Are there more benefits of active learning still to be uncovered?
🔑 Key Insight
This literature review examines 31 articles on flipped classroom and active learning in nursing education. The following high-level themes were identified related to performance outcomes:
• Enhanced examination or formal assessment results
• Enhanced clinical skills
• Student participation and engagement
To maximize the success of a flipped classroom, educators must provide a clear rationale (to students and teaching peers) for moving away from traditional lectures. This article provides insight into some of the supporting documentation.
Again, the focus is on removing lower-level Bloom's Taxonomy from class time, allowing for 'high-level' activities such as unfolding case studies and in-class simulations, which directly link theory to clinical application.
🌟 Why it matters
This research finds that it is a fairly universal experience for students to initially resist the increased workload of a flipped model.
However, the pedagogical shift leads to improved knowledge retention and higher confidence in clinical settings.
Over time, active learning is also strongly associated with enhanced student satisfaction and increased student confidence, participation, and engagement.
🔗 Link and Reference
Interested in the full article?
- Lelean, H., & Edwards, F. (2020). The impact of flipped classrooms in nurse education. Waikato Journal of Education, 25(1), 146–157.