The flip side of traditional nursing education: A literature review

Ward, Maria; Knowlton, Mary C.; Laney, Candice W.

doi:10.1016/j.nepr.2018.01.003

Cited by 54 publications

(47 citation statements)

References 17 publications

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“…The score for most of the items is 4 out of 5, although it is worth highlighting the existence of a significant percentage of students who give a score of 3, that is, showing a certain indifference or a lack of commitment to these types of active methodologies. The existence of groups with a passive attitude or even contrary to this type of methodology was demonstrated in a literature review carried out by Ward, Knowlton, and Laney [38]. According to these authors, the greater effort needed and the greater investment of time required for active methodologies encourages students to opt for "passive methodologies".…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

“…The literature review regarding the flipped classroom and active methodologies in higher education is classified into studies from the point of view of teachers and techniques used [25], those that try to measure perceptions of the teaching-learning process, and academic results achieved [38]. There are even studies that show that the use of the Socrative tool significantly improves the results obtained.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

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Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Izagirre-Olaizola

Morandeira‐Arca

2020

Sustainability

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The main objective of this study is to present a teaching–learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching–learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

Section: Discussion and Recommendationsmentioning

confidence: 99%

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Izagirre-Olaizola

Morandeira‐Arca

2020

Sustainability

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“…We designed our activity as a "hybrid" flippedclassroom activity in order to allow students to have increased knowledge and awareness of opioid use, abuse, misuse, and treatment with the goal of engendering a deeper comprehension and critical analysis of the material than with pure lecture formats. [26][27][28][29][30][31][32] The results indicate that a "hybrid" flipped-classroom activity can be a useful tool to promote the self-actualization of student pharmacists to meet their potential to curtail the opioid epidemic currently beleaguering the United States. Although student pharmacists' attitudes towards substance-use disorders, hopefulness for the treatment of opioid abuse, and pharmacists' role in the prevention and treatment of overdose did not change significantly, their understanding of and confidence to address opioid abuse and treat/counsel others to treat an opioid overdose did.…”

Section: Discussionmentioning

confidence: 99%

A Classroom Activity to Increase Student Pharmacists Confidence in Dealing with the Opioid Epidemic

Murnane

Augustine

Quesnel

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To implement and assess the impact of a hybrid flipped-classroom activity designed to increase the motivation and confidence of Doctor of Pharmacy (PharmD) students in addressing the opioid crisis. Methods. Third-professional year student pharmacists were provided with reading material developed by federal agencies and professional pharmacy organizations, as well as Georgia-specific information covering medical amnesty and local resources for opioid-overdose prevention prior to class. They then attended a four-hour classroom session that included hearing a lecture on opioid pharmacology and opioid overdose, viewing training videos, and engaging in extensive discussion. The students voluntarily completed pre-and post-intervention assessments regarding opioid abuse and opioid overdose prevention. Results. Seventy of the 107 third-year students enrolled in the course completed the pre-intervention assessment (65% response rate), and 33 of the 70 completed the post-intervention assessment (47% retention rate). The students exhibited a high baseline motivation to assist in combating the opioid crises, but less confidence in their ability to intervene. Significant increases were seen in areas related to student confidence on the post-intervention assessment. Fewer changes were seen in areas related to student motivation. Conclusion. A "hybrid" flipped classroom activity increased the confidence of student pharmacists in their understanding of the physical and adverse effects of opioids and the application of reversal agents. Increased confidence may support increased intervention.

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“…Other factors affecting nursing shortages and the ability to educate the next generation include limited classroom spaces and clinical sites, and a need for emerging and interactive technologies to transform how we teach. These factors have created a demand for educators to offer innovative and flexible teaching methods in undergraduate education (Cheng et al, 2016;Murray, 2018;Sheng et al, 2019;Ward et al, 2018). Within this context, it has become evident that providing mentoring opportunities for the next generation of nursing educators is necessary (Murray, 2018).…”

mentioning

confidence: 99%

Mentoring Graduate Students to Become Effective Teaching Assistants: Developing and Implementing a Student-Centred Program for Nursing

Breau¹,

Campbell²,

Hilario³

et al. 2020

Quality Advancement in Nursing Education - Avancées en formatio

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The flip side of traditional nursing education: A literature review

Cited by 54 publications

References 17 publications

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

A Classroom Activity to Increase Student Pharmacists Confidence in Dealing with the Opioid Epidemic

Mentoring Graduate Students to Become Effective Teaching Assistants: Developing and Implementing a Student-Centred Program for Nursing

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