Combined with the changing curriculum needs in nursing education today, a core course in the undergraduate program of an Ontario university was designed through implementation of a flipped-classroom format; experiential teaching/learning approaches were integrated to provide a greater opportunity for application of clinical judgment. The flipped-classroom format included prerecorded lecture modules, online forums and quizzes, unfolding-case studies, a classroom student-response system, and lab activities. Outcomes and recommendations are provided on the basis of this implementation.
Funded By:
Academic Innovation Fund, York University, 2016
Peisachovich, E. H., Murtha, S., Phillips, A., & Messinger, G. (2016). Flipping the classroom: A pedagogical approach to applying clinical judgment by engaging, interacting, and collaborating with nursing students. International Journal of Higher Education, 5(4), 114–121. doi: 10.5430/ijhe.v5n4p114
Peisachovich, E., & Murtha, S. (2017, October). Engaging students through a flipped-classroom methodology approach: A pilot study exploring various interactive applications. World Conference on Online Learning: Teaching in a Digital Age—Re-Thinking Teaching and Learning, 27th ICDE World Conference, Toronto, Canada.
Peisachovich, E., Phillips, A., & Dauncey, M. (2016, May). Enhancing interaction and engagement of first-year nursing students through the application of the flipped-classroom approach. Teaching in Focus, Toronto, Canada.
Peisachovich, E. (2016, July). Flipping the classroom: An approach to apply clinical judgment by engaging, interacting, and collaborating with first year nursing students. Fourth European Conference on Education, Brighton, UK.