Will the Reverse Classroom Work for You? Melanie M. Morris, MBA, BSN, RN-BC, CCRN-K

Happy Certified Nurses’ Day!

Disclosures As per ONA requirements, I would like to disclose that the planning committee members and presenter have no conflict of interest in relation to this program. There is no commercial support for this program. The program is jointly provided by Cleveland Clinic Akron General and the Pentagon Council of Healthcare Educators. Akron General Medical Center (OH-054/9-1-18) is an approved provider of continuing nursing education by the Ohio Nurses Association (OBN-001-91), an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation.

Disclosures In order to successfully complete this program you must: Complete the required reading prior to attending Attend the entire session Complete and turn in a program evaluation It would also be appreciated if you would participate in the group activities!

Outcome Attendees will participate in and evaluate a reverse classroom scenario.

How will we do that? Define reverse classroom What courses/programs do you currently provide that would be appropriate? Benefits of flipping the classroom? Barriers to flipping? Responses to barriers? Summary of supplemental reading Group activity / presentation of discussion Evaluation

Definition “That which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class.” (Bergmann and Sams, 2012)

Our Definition:

Current Classes/Courses

Supplemental Reading ANPD Poster Winners ”Flipping the Classroom on Age-Specific and Assessment Onboarding Competency,” Hensley, et al. 2015. Activity sheets to guide pre-work 1 hour class for each age group infant through adult. Small groups for hands-on learning simulation

Supplemental Reading “Are Your Classes More Like a Maze or a Labyrinth?” Johnson, J. 2015. Labyrinth easier to navigate than a maze Long and winding but one path to the goal Provide a great map: State the expected learning How to accomplish it Checkpoints along the way / timeline Study guide for reading /study Focus for material / what is important Show relevance of material

Supplemental Reading “Balancing innovation and evidence,” Pilcher, J. 2015. Constructivism Theory – Focus on the role of the learner in the learning process Role of teacher is facilitator Supports flipped classroom concept Examples of learning modalities Walk the fetal circulation Web based short videos of words/pictures Mobile learning via “apps” / gamification Social media – online Facebook case for Baby ANN

Supplemental Reading “Changing the Rhythm of Dysrhythmia Education Through Blended Learning,” Costanzo, et al. 2013. Partnership between UCMC and UC for EKG learning Detailed syllabus Text and workbook also created 9 module course, average 12-14 hours to complete Live 6 hour review course prior to final 50 question test Cost savings $40,000 99% pass rate New staff to floors more quickly

Supplemental Reading “Flipping the Classroom to Improve Student Performance and Satisfaction,” Missildine, et al. 2013 Compared lecture only, lecture plus lecture capture backup and flipped classroom Test scores significantly higher for flipped Satisfaction higher for lecture plus backup “…’teaching for a sense of salience’ to develop clinical judgment” by working in small groups

Supplemental Reading “Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning,” Fulton, 2012. Byron SD in MN had no money for math books so created a flipped classroom with You Tube video lessons, worksheets and tests. Students and parents responded positively. Results – calculus proficiency increased almost 10%, pre-calc increased 6%, and accelerated algebra 2 a 5% increase. State test scores also increased – math proficiency from 29.9% (2006) to 65.6 % (2010) and 73.8% in 2011. Other departments are creating their own versions

Group Activity – 6:30 to 6:50 Groups of 3-4 Choose a writer and spokesperson Pick one course to “flip” Discuss details What would the pre-work include? Format – LMS, podcast, webinar, video, articles, combo? Length – how long to complete vs “in class” time? What would the “live” class look like – simulation, cases, discussion, role play? What barriers are there to implementing this? What kind of timeline to create? Resources? Cost?

Group Activity – 6:50 to 7:10 At 6:50 we will take 5 minutes per group to tell your story and discuss the possibilities… Go to work!

http://www.iheart.com/original/Shamrock/?autoplay=true

Wrap Up - 7:10 – 7:15 Take the work you have done “home” and put it into action! Questions? Please complete your evaluations and leave on the back table. Certificates are located on the back table as well. Thank You!