Date of Award

2019

Document Type

Thesis

Degree Name

Master of Science in Nursing (MSN)

Committee Chair

Frances Sparti

Committee Co-Chair (if applicable)

Candice Rome

Abstract

The purpose of this pilot study was to examine if the application of the flipped classroom teaching method versus traditional lecture in new hire hospital nursing orientation played a role in practicing nurses’ self-confidence to competently practice at the patient’s bedside. By exploring two different teaching methods in orientation, a correlation would be determined to recognize self-confidence levels with the nurse’s ability to use policy, procedure, and equipment when responding to a medical emergency in a new facility. The research study was conducted using a convenience sample at a community hospital during nursing orientation which occurred consistently twice per month. Data collection followed for a total of six new hire orientation weeks with nurses working in medical, surgical, and emergency departments. The nurses who received traditional lecture functioned as the control group, whereas the nurses who received the flipped classroom served as the experimental group. The Confidence Scale (C-Scale) evaluation tool was used as the measurement method for this research study. The overall mean and standard deviations (SD) of the participants in the flipped classroom method scored higher cumulatively in self-confidence levels with a mean of 3.8 (SD .85), whereas the traditional lecture had a mean of 3.62 (SD .72). A t-test was analyzed, and p-values for each of the five individual questions were all greater than the level of significance at .05. Therefore, there was not a statistically significant difference acknowledged in the flipped classroom method as compared to the traditional lecture for this research study.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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