Case-Based Learning in a

Flipped Classroom to

Promote Critical Reasoning

Noel Santa, MSN, RN, CCRN

Disclosure

• Affiliation: Ursuline College, The Breen

School of Nursing, Pepper Pike, OH: United

States

• No conflict of interest

• No commercial endorsements or

compensation for products

Objectives

• The learner will evaluate the correlation between

using a flipped classroom model and student

learning outcomes.

• The learner will explain the use of case scenarios

in developing problem-solving skills to promote

higher level learning outcomes.

• The learner will identify and integrate teaching

strategies that promote critical reasoning in nursing

students.

The Flipped Classroom

• Definition

• Purpose and application: Bloom’s

Taxonomy of learning

• Pre-class activities: knowledge, comprehension

• In-class activities: application, analysis,

synthesis, evaluation

Honeycutt, 2016

Picture downloaded from Google images from webpage: http://videoformyclassroom.blogspot.com/

Theoretical Framework:

Constructivism

• Principles

• New knowledge constructed from previous ideas and experiences

• Search for and constructing meaning is personal based on unique experiences

• Elements

• Student-centered and self-regulated

• Interactive knowledge sharing between teachers and students

• Collaborative and multi-modal

• Self-awareness

• Realistic problem-solving

Bada, 2015

Case-based learning application

• Virtual Intensive Care Unit

• Patient Scenarios

• Small group activities

• Patient-specific concept mapping

• Classroom discussions

• Other multi-modal strategies

• Simulation

• Videos

• Hands-on demonstrations

• Role-playing

• Teach-back

Evaluating case-based learning in a

flipped classroom

• Quantitative Data

• Hypothesis

• Research design

• Assessment Technologies Institute Proctored Exam

• Pre-test and post-test

• Participants

• Institutional Review Board (IRB): Exempted Review

• Qualitative Data

• End-of-course evaluation

• Student responses

Pre-test/Post-test Results

Cohort 1: Traditional

BSN

• N=18

• Significance level 0.05

• Two-tailed t-test

• t value = 6.7

• p value = <0.00001

Cohort 2: Traditional

BSN

• N = 33

• Significance level 0.05

• Two tailed t-test

• t value = 2.529

• p value = 0.01656

Social Science Statistics online calculator: http://www.socscistatistics.com/tests/ttestdependent/Default2.aspx

Pre-test/Post-test Results

Cohort 1: Accelerated

BSN

• N=15

• Significance level 0.05

• Two-tailed t-test

• t value = 2.71

• p value = 0.0169

Cohort 2: Accelerated

BSN

• N = 13

• Significance level 0.05

• Two tailed t-test

• t value 7.53

• p value = < 0.00001

Social Science Statistics online calculator: http://www.socscistatistics.com/tests/ttestdependent/Default2.aspx

Qualitative Data

• Themes from student responses

• Challenging

• Rewarding

• More meaningful learning

• More lecture

• Use PowerPoint

Limitations, Conclusion and

Implications

• Limitations

• Sample size

• Variables

• Conclusion

• Student-learning outcomes

• Transforming pedagogical design

• Implications

• Future of healthcare and nursing education

References

• Bada, S. O. (2015, Nov-Dec). Constructivism learning theory: A paradigm for teaching and learning. International Organization of Scientific Research Journal of Research & Method in Education (IOSR-JRME), (5(6), 66-70. doi: 10.9790/7388-05616670. Retrieved from http://www.iosrjournals.org/iosr-jrme/papers/Vol-5%20Issue-6/Version-1/I05616670.pdf.

• Benner, P., Kyriakidis, P. H., & Stannard, D. (2013). Clinical wisdom and interventions in acute and critical care: A thinking-in-action approach (2nd ed.). New York, NY: Springer Publishing Company.

• Honeycutt, B. (ed.). (2016). Flipping the college classroom: Practical advice from faculty.Madison, WI: Magna Publications, Inc.

• Handwerker, S. (2012). Transforming nursing education: a review of current curricular practices in relation to Benner's latest work. International Journal Of Nursing Education Scholarship, 9doi:10.1515/1548-923X.2510.

• Kaddoura, M. A. (2011). Critical Thinking skills of nursing students in lecture-based teaching and case-based learning. International Journal for the Scholarship of Teaching & Learning, 5(2), 1-18. doi: https://doi.org/10.20429/ijsotl.2011.050220.

• Nilson, L. B. (2016, October 24). Teaching critical thinking: Some practical points. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/effective-teaching-strategies/teaching-critical-thinking-practical-points/?utm_campaign=shareaholic&utm_medium=printfriendly&utm_source=tool.