Research Article
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Abstract
Background
Deliberate inclusion of clinical decision-making nursing skills in the didactic setting will assist students in potentially making better patient care decisions. This can be optimized through use of the flipped learning andragogy. Flipped learning promotes an interactive classroom environment. It fosters teamwork and collaboration. Direct content instruction is the responsibility of students.
Objective
This cohort pilot study investigated how the flipped and nonflipped approach to teaching impacted clinical decision-making and student participation.
Methods
The Clinical Decision-Making in Nursing Scale (CDMNS) was administered to the students in the flipped classroom and the nonflipped classroom on week 1 and week 6. A student participation checklist was used to observe class activities at three separate intervals (baseline, mid-semester, and end-semester). A repeated measures analysis of covariance was conducted with Instruction Group as the between subjects factor (Flipped and Nonflipped) and Time (preinstruction and postinstruction) as the within subjects factor, and covarying age. The Time by the Instruction group was significant. The Flipped group showed an increase in Clinical decision-making scores (p < .001) after instruction while the Nonflipped group did not (p = .40).
Results
The Flipped group (n = 24) showed an increase in Clinical decision-making scores (p < .001) after instruction while the Nonflipped group (n = 23) did not (p = .40). The Flipped classroom showed 100% participation at baseline, mid-semester, and end of semester. The Nonflipped classroom showed overall lower levels of participation, with 42%, 33%, and 39% at each point respectively.
Conclusion/Implications for Nursing
Students who were taught using the flipped instruction were able to apply what they learned in relevant case studies, virtual simulations, and practice National Council Licensure Examination RN (NCLEX-RN) type questions. Through teamwork and collaboration, students had time to practice clinical decision-making skills. This was evident in the increased CDMNS scores and increased levels of participation over time in the flipped group when compared to the nonflipped group.
Article usage
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| Apr 2024 | 17 | 2 | 1 | 20 |
| Mar 2024 | 22 | 0 | 0 | 22 |
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| Dec 2023 | 3 | 0 | 2 | 5 |
| Nov 2023 | 12 | 1 | 2 | 15 |
| Oct 2023 | 17 | 0 | 1 | 18 |
| Sep 2023 | 12 | 0 | 0 | 12 |
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| Jul 2023 | 52 | 2 | 1 | 55 |
| Jun 2023 | 26 | 0 | 0 | 26 |
| May 2023 | 24 | 0 | 0 | 24 |
| Apr 2023 | 11 | 0 | 0 | 11 |
| Mar 2023 | 45 | 1 | 2 | 48 |
| Feb 2023 | 21 | 2 | 2 | 25 |
| Jan 2023 | 46 | 1 | 1 | 48 |
| Dec 2022 | 19 | 0 | 0 | 19 |
| Nov 2022 | 67 | 1 | 1 | 69 |
| Oct 2022 | 50 | 0 | 0 | 50 |
| Sep 2022 | 24 | 0 | 0 | 24 |
| Aug 2022 | 39 | 1 | 1 | 41 |
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| May 2022 | 39 | 0 | 0 | 39 |
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| Feb 2022 | 53 | 1 | 3 | 57 |
| Jan 2022 | 57 | 1 | 1 | 59 |
| Dec 2021 | 63 | 1 | 1 | 65 |
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| Sep 2021 | 21 | 3 | 3 | 27 |
| Aug 2021 | 89 | 2 | 1 | 92 |
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| May 2021 | 549 | 2 | 1 | 552 |
| Apr 2021 | 657 | 6 | 4 | 667 |
| Mar 2021 | 704 | 1 | 2 | 707 |
| Feb 2021 | 787 | 0 | 0 | 787 |
| Jan 2021 | 416 | 0 | 3 | 419 |
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