Flipping the Classroom to Promote Retention of Key Material Bobbi Shatto PhD RN CNL Jerod Quinn M.Ed November 14, 2014

Flipping the Classroom What is it exactly?

Flipping the Classroom Why the change????

Flipping the Classroom Retention of material is key with nursing students

Flipping the Classroom Millennial Generation Adaption a. techno savvy b. get bored easily c. consumer driven d. very high expectations The average student loan in 2014 was $33,000 upon graduation

Flipping the Classroom Addresses several of the “biggest stressors” noted from nursing students a. Starting IV’s b. Urinary catheterizations c. Suctioning d. NG tube placement e. Taking and giving report f. Speaking with care providers g. Speaking with pharmacy

Flipping the Classroom Allows for lab values and decision making processes to be incorporated into the class via case studies

Flipping the Classroom Allows statistics to be gathered to identify weaker students earlier

Flipping the Classroom Allows for teaching critical thinking style questions a. How to read the questions b. How to figure out the correct answer c. How to utilize the nursing process

Flipping the Classroom Typical Week a. Students would get their assignments one week prior b. Listen to lectures, do readings, do a case study

Flipping the Classroom Typical Class a. Key points ” b. Knowledge questions -Top Hat d. Student Presentations c. Case Studies -Unfolding d. NCLEX style questions e. Practice skills f. End of Class Survey

Flipping the Classroom Typical Class - But an Untypical space a. Learning Studio b. Dual Projection c. iPads for every student d. Medical Apps e. PC laptops and Mac laptops f. TopHat g. Whiteboards

Flipping the Classroom Typical Class - But an Untypical space a. Learning Studio b. Dual Projection c. iPads for every student d. Medical Apps e. PC laptops and Mac laptops f. TopHat g. Whiteboards

Flipping the Classroom Typical Class - But an Untypical space a. Learning Studio b. Dual Projection c. iPads for every student d. Medical Apps e. PC laptops and Mac laptops f. TopHat g. Whiteboards

Practicing Skills

Group Projects

Student Satisfaction Surveys – Pre-course 72% rated themselves as visual learners 84% rated technology as important to their learning 20% stated they were “always” familiar with assignments prior to class

Student Satisfaction – Post-class After first class: 50% said they spent 2 hours or less preparing for class By end of course: 63% spent 2-3 hours on preparation Student satisfaction – First class: 46% – Midway: 50% – End: 63% Two students consistently rated the class as “greatly dissatisfied”

Retention of Material Post Class surveys -student perception of ”Mastering the material” went from 15% to 26% -”somewhat” mastered the material went from 58% to 63% Comments concerning the flipped classroom were 100% positive

Retention of Material Post Course Surveys -sent out 3 months post course -after 246 clinical hours -71% reported that active learning helped prepare them for clinicals -67% felt they had retained “most” of their knowledge However, only 43% said they would choose to do a flipped classroom again

Retention of Material HESI Scores—first Med/Surg 2012: 669 (n=20) 2013: 671 (n=22) 2014: 821 (n=16) 2015: 810 (n=24)

Lessons Learned 1.Must assign points to pre-class work 2.Balance between the amount of time this class takes compared to other courses 3.Need more course orientation before the class starts 4.Decrease reading assignments 5.Be flexible! 6.Never going back

What are your questions?