Change in Nursing Education Understanding Pedagogical Shifts in Nursing Education

The landscape of nursing education is evolving, driven by advancements in technology and a shift in pedagogical approaches. Two significant changes are reshaping how nursing faculty teach: the transition from traditional teaching methods to a learning-focused approach and the adoption of the flipped classroom model.

From Teaching to Learning: A Paradigm Shift

Traditionally, nursing education followed a “sage on the stage” model, where the instructor delivered lectures while students passively received information. Today, there’s a shift towards a “guide on the side” approach. This new model emphasizes interactive learning, where faculty members facilitate rather than dictate the learning process.

Technological innovations have played a crucial role in this transition. Tools such as electronic case histories and concept maps enhance interactive pedagogy, allowing instructors to act as facilitators, coaches, and guides. This approach encourages active engagement and deeper understanding of the material (Shellenbarger & Robb, 2014). For additional strategies on promoting engaged learning, refer to Chapter 15.

The Flipped Classroom Model

The flipped classroom represents a transformative pedagogical shift in nursing education. This model inverts the traditional teaching structure by delivering lecture content outside of class, usually through videos or readings. Classroom time is then dedicated to applying knowledge through interactive activities and receiving feedback.

1. Preparatory Work: Students access lectures, readings, and quizzes before attending class. This preparation allows them to engage in practical activities during class time (Hawks, 2014).
2. Classroom Activities: Instructors facilitate discussions and hands-on exercises that reinforce and apply the preparatory material. This active learning approach helps students meet specific learning outcomes (Hamdan et al., 2013).
3. Technology Integration: The success of a flipped classroom depends on both students’ commitment to pre-class preparation and faculty’s ability to utilize technology effectively. Faculty must create and distribute digital content, such as videocasts and podcasts, and use classroom tools like wikis and presentation software to support interactive learning (Schlairet et al., 2014; Silverthorn, 2006).
4. Learning Analytics: Advanced tools, including learning management systems (LMS) and audience response systems (ARS), play a crucial role in the flipped classroom. These technologies help track student progress, identify areas needing improvement, and adjust instructional strategies accordingly (Bull, 2013).

Research indicates that while the flipped classroom can enhance learning outcomes, it also requires significant preparation and technology support (Schlairet et al., 2014; Schwartz, 2014). Studies show mixed student satisfaction with this model, highlighting the need for careful implementation (Critz & Knight, 2013; Missildine et al., 2013).

Impact of Pedagogical Shifts on Students and Faculty

The integration of digital technology into nursing education has significantly impacted both students and faculty.

1. Digital Natives: Today’s nursing students, often referred to as digital natives, are accustomed to instant access to information and expect immediate feedback (Watson & Pecchioni, 2011). They are generally more comfortable with technology than faculty, who may be less familiar with digital tools.
2. Technology Use in Class: Despite owning multiple digital devices, many students find limited use of these tools in their classes. Research suggests a gap between students’ technology skills and their application in the classroom (Dahlstrom et al., 2013; Wilkinson et al., 2013).
3. Curriculum Integration: Although computer literacy, information literacy, and nursing informatics are increasingly incorporated into curricula, integration remains slow (Button et al., 2013). Faculty must adapt to these changes, learning to use technology effectively and integrating it meaningfully into their teaching.
4. Faculty Adaptation: For effective implementation, faculty need to embrace new technologies and learn to use them to achieve educational goals. This may involve seeking support from technology experts, attending relevant conferences, and utilizing available technological resources (National Council of State Boards of Nursing, 2011).

In conclusion, the shift towards a learning-focused approach and the adoption of the flipped classroom model represent significant changes in nursing education. These pedagogical innovations require both students and faculty to adapt to new ways of teaching and learning, leveraging technology to enhance educational outcomes and engagement.