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Nurs Educ Perspect. 2017 Jul/Aug;38(4):206-208. doi: 10.1097/01.NEP.0000000000000138.

Retention of Content Utilizing a Flipped Classroom Approach.

Author information

1
About the Authors Bobbi Shatto, PhD RN, CNL, is an assistant professor, St. Louis University School of Nursing, St. Louis, Missouri. Kristine L'Ecuyer, PhD RN, CCNS, CNL, is an associate professor and coordinator, Accelerated Master's of Science in Nursing Program, St. Louis University School of Nursing. Jerod Quinn, MEd, is an instructional designer, University of Missouri, Columbia, Missouri. Dr. Shatto was a participant in the NLN Scholarly Writing Retreat, sponsored by the NLN Chamberlain College of Nursing Center for the Advancement of the Science of Nursing Education. Write to her at bshatto@slu.edu for more information.

Abstract

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

PMID:
28628072
DOI:
10.1097/01.NEP.0000000000000138
[Indexed for MEDLINE]

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