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Nurse Educators' Experiences Using F...

Vicente, Julia L.

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Nurse Educators' Experiences Using Flipped Pedagogical Approaches in Undergraduate Nursing Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Nurse Educators' Experiences Using Flipped Pedagogical Approaches in Undergraduate Nursing Education./
作者:	Vicente, Julia L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10748365
ISBN:	9780355787757

Nurse Educators' Experiences Using Flipped Pedagogical Approaches in Undergraduate Nursing Education.
Vicente, Julia L.

Nurse Educators' Experiences Using Flipped Pedagogical Approaches in Undergraduate Nursing Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 176 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2018.

Undergraduate nurse educators are facing increasing pressure to prepare nursing graduates with the knowledge and skills they will need for a rapidly evolving and increasingly complex health care system. It is essential that nurse educators teach with strategies grounded in evidence-based research that also replicate the realities of nursing practice. The flipped pedagogical approach is one teaching strategy that has been used with increasing frequency in undergraduate nursing education. However, the topic of flipped approaches in nursing education and the experiences of educators has remained relatively unexamined. The purpose of this basic qualitative study was to explore the experiences of undergraduate nurse educators who have used flipped approaches. Eight undergraduate nurse educators, recruited through approved social media, who met specific inclusion criteria, were included in this study. Data were collected with semistructured, online interviews using Zoom and Skype. A constant comparative analysis was used to identify patterns in the data and subsequent themes. Six themes emerged: flipped decisions, flipped benefits, flipped challenges, faculty role shift, accountability, and bridging the gap. The study revealed that faculty perceived challenges and benefits of flipped approaches, similar to what has been found in recent literature; however, the unexpected finding of faculty resistance was uncovered in this study. Faculty role adaptation as facilitator or coach, also emerged from this study. Accountability emerged as a major theme including the concept that students should be accountable for learning. The findings supported the need for faculty to instill critical thinking, lifelong learning, and teamwork skills into nursing education so that students can learn to, "think like nurses" and function effectively in the workplace. Understanding these experiences and the subsequent challenges will contribute to educators' knowledge of how to implement flipped pedagogical approaches and overcome anticipated challenges encountered in flipped approaches.

ISBN: 9780355787757Subjects--Topical Terms:

516579
Education.

Nurse Educators' Experiences Using Flipped Pedagogical Approaches in Undergraduate Nursing Education.
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