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conferenceseries.com
April 27-28, 2017 Las Vegas, USA
19th Global Nursing Education Conference
Volume 6, Issue 2 (Suppl) J Nurs Care
ISSN: 2167-1168 JNC, an open access journal Global Nursing Education 2017
April 27-28, 2017
Using the “Flipped Classroom” and interactive case studies to teach nurse practitioner students clinical
management of adult health problems
Sherry L Donaworth
University of Cincinnati, USA
Statement of the Problem: Engagement of students and development of critical-thinking skills are always a challenge for advanced
practice nursing faculty. Emphasis in the classroom on active learning and application of complex concepts, rather than memorization
of content, is an approach endorsed in the educational literature. How can technology be leveraged to allow use of valuable classroom
time for active learning strategies without sacrificing delivery of essential didactic content?
Strategy/Intervention: An interprofessional team that included clinical faculty, instructional designers and information technologists
collaborated to solve the dilemma of adding active learning strategies while providing methods for conveyance of important didactic
knowledge. The “Flipped Classroom” was introduced into selected graduate nurse practitioner courses in a large, urban college of
nursing. Faculty served as content experts and developed real-world scenarios and case studies to facilitate meaningful student
interactions during classroom time. Weekly quizzes, with unlimited attempts to score 100%, were employed to reinforce learning.
The expertise of instructional designers and information technologists was utilized to leverage technology to deliver crucial content.
Lectures were chunked into 15-25 minute segments and videos were presented in formats that students could download to various
platforms such as smart phones, tablets and iPads. Students met in the classroom every other week for active learning sessions.
Findings: The majority of student feedback was positive regarding the active learning case studies and the weekly quizzes. A small
number of students objected to the time commitment of listening to lecture and completing weekly quizzes prior to classroom time.
Many students reported being able to process didactic content at their own pace and the ability to replay and review complex concepts
as a positive result of the “Flipped Classroom”.
Biography
Sherry L Donaworth is an Assistant Professor of Clinical Nursing at the University of Cincinnati, College of Nursing. She is board certified as an Adult-Acute Care
Nurse Practitioner and a Family Nurse Practitioner. Her extensive clinical practice experience has included critical care, cardiology, geriatrics as well as primary
care. As a Lead Faculty for advanced pharmacology and clinical management of adult health problems, she has utilized the “Flipped Classroom” and advanced
technology in teaching, for both onsite and distance learners. She served as a Content Expert on an ANE HRSA Grant for interactive case studies for distance
learning students.
Sherry L Donaworth, J Nurs Care 2017, 6:2 (Suppl)