Date of Award
2016
Document Type
Capstone
Degree Name
Doctor of Nursing Practice (DNP)
Committee Chair
Anna Hamrick
Abstract
This aim of this project was to implement a flipped classroom model of instruction using a peer-led in-class simulation in a nursing course. The student-centered learning environment fosters self-paced class preparation and provides interactive application of concepts in the classroom to improve critical thinking and cognitive learning in first level nursing students. The faculty introduced new content by using video lectures and online material assigned as homework with a peer-led simulation used during class to apply the concepts in a hands-on, interactive, learning experience. The effect the flipped classroom using a peer-led simulation had on cognitive learning, critical thinking, and overall effectiveness was evaluated using multiple measures. Improvement was evident in both critical thinking and cognitive post-test scores. Student evaluations of the flipped classroom using a peer-led simulation were favorable.
Creative Commons License
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Citation Information
Matthews, Shannon A., "A Flipped Classroom in Nursing: The Effects of Peer-Led Simulation on Cognitive Learning and Critical Thinking" (2016). Nursing Theses and Capstone Projects. 262.
https://digitalcommons.gardner-webb.edu/nursing_etd/262