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Nursing Education Gets Flipped

Only a few professions require a true spirit of altruism and the ability to save others. One such profession is nursing. A nurse’s job requires one to care for individuals, families, and even communities within a population.

Nursing differs from other professions in the health care sector only in the methodology used for care of patients, the training required and the practice involved. The areas in which a nurse practices are quite diverse, each requiring different levels of prescriber authority and scope of practice involved.

The stereotypically prescribed role of nurses as traditional care-givers has arisen from the fact that a number of nurses do in fact provide care under physicians. It may however, come as a surprise to some that most jurisdictions permit nurses to be able to practice independently in a number of areas, depending upon the level of training they have acquired.

A New Take on Nursing Education

Nursing education has gone through several changes leading to its diversification as it is today. After all of these changes, more are still to take place that will flip nursing education on its head by introducing a new sort of education system.

An event was held at Cedarville University on August 11 with the hopes of debriefing nursing schools as well as members of Dayton Area Nurse Educators in regards to the merits and approaches involved in an education system known as ‘flipping a classroom’, while also explaining its advantages in higher education.

Understanding a Flipped Classroom

Wes Baker, a notable professor at Cedarville University, is one of the forerunners of the notion of classroom flipping. It has been more than a decade since the idea of flipping a classroom was inundated into higher education. The main technique involved with this method is that the areas of study that are generally taught in lectures are moved outside the classroom, while practices usually outside of class are brought inside, hence ‘flipping’ the conventional education system.

This not only provides students with the opportunity to sufficiently practice and physically apply the concepts taught in class, but also gives the professor enough time in methods of instruction that are more focused, with additional attention to the questions of students regarding class assignments.

Becka Wagner, Assistant Professor of Nursing at Cedarville University, and Angie Mickle, Interim Dean of the School of Nursing and Assistant Professor of Nursing, made the decision just last year to include flipping in a number of nursing classes. As a result, efforts to inculcate various elements of flipping have begun in nurse education.

Wagner, while discussing the facets of flipping, explained how students are told to go through their reading material preceding the class, as it provides the opportunity to be prepared beforehand for the activities to be held in class. Moreover, she explained how students are given individual quizzes in addition to the readings so that students are made accountable on what they are studying. Then they are allowed to operate in groups and change the answers for an additional group quiz. An average of both quizzes is then calculated.

Such are the methods of flipping nursing education that have begun, and are proving to be quite useful to both students and professors. Whether you support the notion of flipping a normal classroom experience or not, you have to admit that this is something that brings a very fresh and interactive take to nursing education.

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