Abstract:

The constantly changing healthcare environment poses a huge challenge to the nurses to be able to respond to the rapidly changing patient’s conditions and needs. The nursing graduates therefore are forced to possess high level competence in order to provide safe and efficient nursing care. The Nurse Educators are also challenged to apply teaching strategies that can facilitate and encourage high level of critical thinking and clinical judgement skills. Flipping the classroom or inverted class is a strategy that is currently gaining popularity in an effort to motivate learners to learn and engage independently. This approach requires nursing students to actively participate in activities that push them beyond the level of memorization. Direct instruction is moved from the group space to the individualized learning space resulting in a dynamic transformed interactive environment where the Nurse educator becomes the guide instead of a distributor of information.

The Flipped learning has been viewed as an important pedagogical approach in increasing nursing student’s achievement, motivation, collaboration and improving their skills necessary for further knowledge construction.

The purpose of this paper is to describe the current state of knowledge and practice of Flipped learning approach in nursing education and how the strategy can promote nursing students to learn independently.

Keywords: Flipping the classroom, Inverted Classroom, Self-directed learning, Active learning, Learner engagement.

References:

[1].   Berge, Z.L., 2015, Flipped learning in the workplace. Journal of Workplace Learning. 27(2) 162-172.

[2]. Bristol, T.J., 2014, Educate, Excite, engage: Flipping the Classroom. Teaching and Learning in Nursing.9, 42-46.

[3].   Burak, K.W., Raman, M., Paget, M., Busche, K., Coderre, S and McLaughlin, K.,2017, A mixed Methods Study on the effects of flipping the undergraduate medical classroom. Educational Sciences. 7(83), 1-8.

[4].   Davey, P., 2014, The Flipped classroom: Motivating student to learn independently. Athens Journal of Health. 2(4), 261-269.

[5].   Demski, J., 2013, 6 expert tips for flipping the classroom. Campus technology.25 (5), 32-37.

[6].   Flipped Learning Network (FLN), 2014, “What is flipped learning” 9/08/2019 http://flippedlearning.co/

[7].   Jamaludin, R and Osman, S.Z., 2014, the use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice.5 (2), 124-130.

[8].   Jerri, P., Deal and Hermanns, M., 2015, Implementation of a Flipped classroom: Nursing student’s perspectives. Journal of Nursing Education and Practice. 5(6), 25-30.

[9].   Karabulut-IIgu, A., Cherrez, J.N., and Jahren, T.C., 2017, A systematic review of research on the flipped learning method in engineering education. British Journal of educational Technology 00-00,1-14.

[10].  Mikkelsen, T.R., 2015, Nursing student’s experiences, perceptions and behavior in a flipped classroom anatomy and physiology course. Journal of Nursing Education and Practice.5(10)28-35.

[11].  Naber, J.and Best, D., 2016, Is Flipped classroom an effective educational method to meet nursing students learning needs? Madrige Journal of Nursing 1(1), 7-10.

[12].  Ouda, H. and Ahmed, K., 2016, Flipped Learning as a new educational Paradigm: An analytical critical study. European Scientific Journal.12 (10), 417-426.

[13].  Presti, C.R., 2015, The Flipped learning approach in nursing education: A literature review. Journal of Nursing Education. 55(5) 252-257.

[14].  Yacout, A.D.E. and Shosha, A.A.F.F., 2016, Nursing student’s perceptions towards flipped classroom educational strategy Journal of American Science. 12(2) 62- 75.