Will the Reverse Classroom Work for You Melanie

Will the Reverse Classroom Work for You? Melanie M. Morris, MBA, BSN, RN-BC, CCRN-K

Happy Certified Nurses’ Day!

Disclosures • As per ONA requirements, I would like to disclose that the planning committee members and presenter have no conflict of interest in relation to this program. • There is no commercial support for this program. • The program is jointly provided by Cleveland Clinic Akron General and the Pentagon Council of Healthcare Educators. • Akron General Medical Center (OH-054/9 -1 -18) is an approved provider of continuing nursing education by the Ohio Nurses Association (OBN-001 -91), an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation.

Disclosures • In order to successfully complete this program you must: • Complete the required reading prior to attending • Attend the entire session • Complete and turn in a program evaluation • It would also be appreciated if you would participate in the group activities!

Outcome • Attendees will participate in and evaluate a reverse classroom scenario.

How will we do that? • Define reverse classroom • What courses/programs do you currently provide that would be appropriate? • Benefits of flipping the classroom? • Barriers to flipping? • Responses to barriers? • Summary of supplemental reading • Group activity / presentation of discussion • Evaluation

Definition • “That which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class. ” (Bergmann and Sams, 2012)

Our Definition:

Current Classes/Courses

Supplemental Reading ANPD Poster Winners ”Flipping the Classroom on Age-Specific and Assessment Onboarding Competency, ” Hensley, et al. 2015. • Activity sheets to guide pre-work • 1 hour class for each age group infant through adult. • Small groups for hands-on learning simulation

Supplemental Reading “Are Your Classes More Like a Maze or a Labyrinth? ” Johnson, J. 2015. • Labyrinth easier to navigate than a maze • Long and winding but one path to the goal • Provide a great map: • • • State the expected learning How to accomplish it Checkpoints along the way / timeline Study guide for reading /study Focus for material / what is important Show relevance of material

Supplemental Reading “Balancing innovation and evidence, ” Pilcher, J. 2015. • Constructivism Theory – Focus on the role of the learner in the learning process • Role of teacher is facilitator • Supports flipped classroom concept • Examples of learning modalities • Walk the fetal circulation • Web based short videos of words/pictures • Mobile learning via “apps” / gamification • Social media – online Facebook case for Baby ANN

Supplemental Reading “Changing the Rhythm of Dysrhythmia Education Through Blended Learning, ” Costanzo, et al. 2013. • • Partnership between UCMC and UC for EKG learning Detailed syllabus Text and workbook also created 9 module course, average 12 -14 hours to complete Live 6 hour review course prior to final 50 question test Cost savings $40, 000 99% pass rate New staff to floors more quickly

Supplemental Reading “Flipping the Classroom to Improve Student Performance and Satisfaction, ” Missildine, et al. 2013 • Compared lecture only, lecture plus lecture capture backup and flipped classroom • Test scores significantly higher for flipped • Satisfaction higher for lecture plus backup • “…’teaching for a sense of salience’ to develop clinical judgment” by working in small groups

Supplemental Reading “Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning, ” Fulton, 2012. • Byron SD in MN had no money for math books so created a flipped classroom with You Tube video lessons, worksheets and tests. Students and parents responded positively. • Results – calculus proficiency increased almost 10%, precalc increased 6%, and accelerated algebra 2 a 5% increase. • State test scores also increased – math proficiency from 29. 9% (2006) to 65. 6 % (2010) and 73. 8% in 2011. • Other departments are creating their own versions

Group Activity – 6: 30 to 6: 50 • • Groups of 3 -4 Choose a writer and spokesperson Pick one course to “flip” Discuss details What would the pre-work include? Format – LMS, podcast, webinar, video, articles, combo? Length – how long to complete vs “in class” time? What would the “live” class look like – simulation, cases, discussion, role play? • What barriers are there to implementing this? • What kind of timeline to create? Resources? Cost? • •

Group Activity – 6: 50 to 7: 10 At 6: 50 we will take 5 minutes per group to tell your story and discuss the possibilities… Go to work!

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Wrap Up - 7: 10 – 7: 15 • Take the work you have done “home” and put it into action! • Questions? • Please complete your evaluations and leave on the back table. • Certificates are located on the back table as well. Thank You!