Flipping Wounds

Adele Atkinson

Abstract


Nurse educators need to develop more flexible approaches to learning in order to meet the needs of future healthcare workers (HEE, 2014). Using a ‘Flipped Classroom’ is one such strategy. This case study explores flipped learning in this context and reflects over both the student and facilitator experiences, using a ‘Wound Healing & Tissue Repair Module” for post-registration (qualified) healthcare professionals. A Problem-based/Enquiry-based learning approach was also used to aid in linking theory to practice.

Evaluations from the module showed that, on the whole, students enjoyed this approach and commented positively on the online activities and EBL sessions, working and discussing practice with students from other disciplines; lecturer-student interactions; and using fictional patients to apply theory to practice. There were some areas that students felt hindered their learning. These were: the format of the module was initially seen as confusing and the amount of work that students were required to do in their own time.

Reflecting over the evaluations the lessons learned from this are that facilitators need time in rethinking old models, a working knowledge of digital media, a confidence to let go of being the ‘sage on the stage’ and exploring ways of encouraging students to be active learners.


Keywords


learning and teaching, facilitation methods, blended learning, motivating students, flipped classroom

Full Text:

PDF

References


Amos, E. and White, M. (1998) ‘Problem-based learning.’ Nurse Educator, 23(2), 11-14.

Atkinson, A. (2003) Wounds meet the Web. Journal of Community Nursing, 17 (3), 28-31

Bebb, H. and Pittman, G. (2004) ‘Inquiry-based learning as a “whole curriculum approach”: the experiences of first year nursing students.’ Learning in Health and Social Care, 3(3), 141-151.

Brockett, R. and Heimstra, R. (1991) Self-direction in adult learning: perspectives on theory, research and practice. London: Routledge.

Chan, V. (2001) ‘Readiness for learner autonomy: what do our learners tell us?’ Teaching in Higher Education, 6(4), 505-518.

Health Education England (2014) Framework 15 Health Education England Strategic Framework 2014-2029. Available at: http://hee.nhs.uk/2014/06/03/framework-15-health-education-england-strategic-framework-2014-29/ (Accessed: 04 November 2014).

Bishop, J. and Verleger, M. (2013) ‘The Flipped Classroom: A survey of the research.’ American Society for Engineering Education. Available at: http://www.studiesuccesho.nl/wp-content/uploads/2014/04/flipped-classroom-artikel.pdf (Accessed: 06 December 2014).

Case, J. (2007) ‘Alienation and engagement: Exploring students’ experiences of studying engineering.’ Teaching Higher Education,12(1), 119-133.

Engel, C. (1991) ‘Not just a method but a way of learning.’ In: Boud, D.F.G. (ed.), The challenge of problem based learning. London: Kogan Page.

Herreid, C. and Schiller, N. (2013) ‘Case studies and the flipped classroom.’ Journal of College Science Teaching, 42(5), 62-66. Available at: http://www.aacu.org/sites/default/files/files/PKAL_regional/CRWG-SPEE-REF-01.pdf (Accessed: 15 June 2015).

Ginns, P. and Ellis, R. (2007) ‘Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning.’ The Internet and Higher Education, 10, 53-64.

Greening, T. (1998) ‘Scaffolding for success in PBL.’ Medical Education Online. Available at: http://www.Med-Ed-Online.org (Accessed: 04 April 2003).

Khanova, J., Roth, M., Rodgers, J. and McLaughlin, J. (2015) ‘Student experiences across multiple flipped courses in a single curriculum.’ Medical Education, 49, 1038-1048.

Kirschner, P., Sweller, J. and Clark, R. (2006) ‘Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.’ Educational Psychologist, 41(2), 75-86.

Kirwan, A. and Adams, J. (2009) ‘Students’ views of enquiry-based learning in a continuing professional development module.’ Nurse Education Today, 29, 448-455.

Knowles, M. (1984) The Adult Learner: A Neglected Species (3rd Ed.). Houston: Gulf Publishing.

McLaughlin, J., Gharkholonarehe, N. and Esserman, D. (2014) ‘The Flipped Classroom: A course redesign to foster learning and engagement in a health professions school.’ Academic Medicine, 89(2), 236-242.

O’Flaherty, J. and Phillips, C. (2015) ‘The use of flipped classroom in higher education: a scoping review.’ The Internet and Higher Education, 25, 85-95.

Panitz. T. (1999) ‘Collaborative versus Cooperative Learning: A comparison of the two concepts which will help us understand the underlying nature of Interactive Learning.’ Available at: http://files.eric.ed.gov/fulltext/ED448443.pdf (Accessed: 20 September, 2015).

Prober, C. and Khan, S. (2013) ‘Medical Education Reimaged: A call to action.’ Academic Medicine, 88(10) 1407-1410.

Raghallaigh, M. and Cunniffee, R. (2013) ‘Creating a safe climate for active learning and student engagement: an example from an introductory social work module.’ Teaching in Higher Education, 18(1), 93-105.

Savery, J. (2006) ‘Overview of Problem-based Learning: definitions and distinctions.’ The Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20. Available at: http://dx.doi.org/10.7771/1541-5015.1002 (Accessed: 04 March, 2015).

Schlairet, M., Gree, R. and Benton, M. (2014) ‘The flipped classroom: strategies for an undergraduate nursing course.’ Nurse Educator, 39 (6),321-325.

Strayer, J. (2012) ‘How learning in an inverted classroom influences, cooperation, innovation and task orientation.’ Learning Environment Research, 15, 171-193.




DOI: http://dx.doi.org/10.21100/compass.v8i12.267

Refbacks

  • There are currently no refbacks.