Murphy Nancy, Strong Caron, Jones Gloria
Division of Nursing, Graduate Nursing Program, Howard University, College of Nursing and Allied Health Sciences, Washington, District of Columbia.
J Am Assoc Nurse Pract. 2021 Mar 12;34(1):135-141. doi: 10.1097/JXX.0000000000000581.
The coronavirus (COVID-19) pandemic has caused a shift in education. Nursing education must respond to these changing times by redesigning classroom instruction. Flipped learning (FL) is a proposed method for teaching advanced practice nurses that is student-centered and engaging, both critical areas for contemporary learners. This qualitative study explored the perspectives and experiences of the family nurse practitioner faculty and the family nurse practitioner nursing students who participated in FL. The type and level of FL practices faculty can apply to support students coming to class prepared to engage in active learning activities was also investigated. The study used an insider action research design. There were two arms of the study, faculty and student. Ten faculty-led learning circles with four faculty and three family nurse practitioner student focus groups, each with six students, were held over the course of the study. Thematic findings were developed from both student and faculty data. The results revealed that family nurse practitioner students had a positive attitude toward FL. Many expressed FL provided perceptions of gained confidence, personalized learning, increased engagement, and preparedness for classroom instruction. Overall, faculty preferred FL over traditional teaching approaches. Several active learning activities were used by faculty with clinical case studies being the most preferred by student participants. This study confirms FL is a plausible and promising approach to traditional classroom instruction. However, more robust studies are needed to determine its benefits in advanced practice nursing education.
冠状病毒（COVID-19）大流行导致了教育的转变。护理教育必须通过重新设计课堂教学来应对这些不断变化的时代。翻转课堂（FL）是一种为高级实践护士教学而提出的方法，它以学生为中心且引人入胜，这对当代学习者来说都是关键领域。这项定性研究探讨了参与翻转课堂的家庭护士执业教师和家庭护士执业护理学生的观点和经历。还调查了教师可以应用的翻转课堂实践的类型和水平，以支持学生为参与课堂上的主动学习活动做好准备。该研究采用了内部行动研究设计。研究有两个分支，即教师和学生。在研究过程中，举行了10个由教师主导的学习圈，每个学习圈有4名教师，以及3个家庭护士执业学生焦点小组，每个小组有6名学生。从学生和教师的数据中得出了主题性研究结果。结果显示，家庭护士执业学生对翻转课堂持积极态度。许多人表示，翻转课堂让人感觉获得了信心、实现了个性化学习、提高了参与度，并为课堂教学做好了准备。总体而言，教师更喜欢翻转课堂而非传统教学方法。教师使用了几种主动学习活动，其中临床案例研究最受学生参与者青睐。这项研究证实，翻转课堂是一种替代传统课堂教学的可行且有前景的方法。然而，需要更有力的研究来确定其在高级实践护理教育中的益处。
