Date of Paper/Work

5-2018

Type of Paper/Work

Systems Change Project

Degree Name

Doctor of Nursing Practice

Department

Nursing

First Advisor

Emily Nowak

Department/School

Doctor of Nursing Practice

Abstract

Nurse educators have long accepted the monumental responsibility of preparing clinically competent and globally relevant nurses. Complicated by a vastly increasing current and prospective nursing shortage coupled with high nursing attrition rates especially among new graduate nurses, nurse educators are under greater pressure to teach new generations of nurses clinical competence, clinical judgment, as well as compassionate and respectful patient care (Benner, Sutphe, Leonard, & Day, 2010). Blended learning formats, including completely flipped classroom designs as described in this paper, have been used successfully in introductory pathophysiology courses (Blissitt, 2016). However, not all courses – particularly complex concept courses such as advanced pathophysiology – lend themselves easily to such presentation styles in addition to conveying the necessary elements of content required for course completion and, hopefully, retention. The purpose of a flipped classroom design is able to create meaningful learning experiences which engage students with the learning process and acknowledge the students’ ability to manage their own learning. The nature of redesigning a course from a strict lecture format to a blended and flipped format requires unique engineering, utilizing Fink’s (2013) backward course design as a foundation. In this paper, the complexities of redesigning a graduate level Advanced Pathophysiology course to incorporate clinical competence, clinical judgment and reasoning, as well as compassionate and respectful care of the client along with essential course content is described.

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