References

Alton S. Learning how to learn: meta-learning strategies for the challenges of learning pharmacology. Nurse Educ Today. 2016; 38:2-4 https://doi.org/10.1016/j.nedt.2016.01.003

Betihavas V, Bridgman H, Kornhaber R, Cross M. The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Educ Today. 2016; 38:15-21 https://doi.org/10.1016/j.nedt.2015.12.010

Burden ML, Carlton KH, Siktberg L, Pavlechko G. Flipping the classroom: strategies for psychiatric-mental health course. Nurse Educ. 2015; 40:(5)233-236 https://doi.org/10.1097/NNE.0000000000000162

Critz CM, Knight D. Using the flipped classroom in graduate nursing education. Nurse Educ. 2013; 38:(5)210-213 https://doi.org/10.1097/NNE.0b013e3182a0e56a

2018. High school students' views on the PBL activities supported via flipped classroom and LEGO practices. 2018. http://www.jstor.org/stable/26388378 (accessed 25 February 2021)

El-Banna MM, Whitlow M, McNelis AM. Flipping around the classroom: Accelerated bachelor of science in nursing students' satisfaction and achievement. Nurse Educ Today. 2017; 56:41-46 https://doi.org/10.1016/j.nedt.2017.06.003

Geist MJ, Larimore D, Rawiszer H, Al Sager AW. Flipped versus traditional instruction and achievement in a baccalaureate nursing pharmacology course. Nurs Educ Perspect. 2015; 36:(2)114-115 https://doi.org/10.5480/13-1292

Han E, Klein KC. Pre-class learning methods for flipped classrooms. Am J Pharm Educ. 2019; 83:(1) https://doi.org/10.5688/ajpe6922

Hanson J. Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice. Nurse Educ Pract. 2016; 16:(1)79-85 https://doi.org/10.1016/j.nepr.2015.09.001

Harrington SA, Bosch MV, Schoofs N, Beel-Bates C, Anderson K. Quantitative outcomes for nursing students in a flipped classroom. Nursing Education Perspectives. 2015; 36:(3)179-181 https://doi.org/10.5480/13-1255

Hu R, Gao H, Ye Y, Ni Z, Jiang N, Jiang X. Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: a meta-analysis of randomized controlled trials. Int J Nurs Stud. 2018; 79:94-103 https://doi.org/10.1016/j.ijnurstu.2017.11.012

Lucardie AT, Berkenbosch L, van den Berg J, Busari JO. Flipping the classroom to teach millennial residents medical leadership: a proof of concept. Adv Med Educ Pract. 2017; 8:57-61 https://doi.org/10.2147/AMEP.S123215

Manias E, Bullock S. The educational preparation of undergraduate nursing students in pharmacology: perceptions and experiences of lecturers and students. Int J Nurs Stud. 2002; 39:(7)757-769 https://doi.org/10.1016/S0020-7489(02)00018-4

Milman NB. The flipped classroom strategy: what is it and how can it best be used?. Distance Learning. 2012; 9:(3)85-87

Munson A, Pierce R. Flipping content to improve student examination performance in a pharmacogenomics course. Am J Pharm Educ. 2015; 79:(7) https://doi.org/10.5688/ajpe797103

Njie-Carr VP, Ludeman E, Lee MC, Dordunoo D, Trocky NM, Jenkins LS. An integrative review of flipped classroom teaching models in nursing education. J Prof Nurs. 2017; 33:(2)133-144 https://doi.org/10.1016/j.profnurs.2016.07.001

Phillips CR, Trainor JE. 2014. Millennial students and the flipped classroom. Journal of Business and Educational Leadership. 2014; 5:(1)102-112

Pickering JD, Roberts DJ. Flipped classroom or an active lecture?. Clin Anat. 2018; 31:(1)118-121 https://doi.org/10.1002/ca.22983

Post JL, Deal B, Hermanns M. Implementation of a flipped classroom: Nursing students' perspectives. J Nurs Educ Pract. 2015; 5:(6) https://doi.org/10.5430/jnep.v5n6p25

Roehl A, Reddy SL, Shannon GJ. The flipped classroom: an opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences. 2013; 105:(2)44-49 https://doi.org/10.14307/JFCS105.2.12

Sulosaari V, Huupponen R, Hupli M, Puukka P, Torniainen K, Leino-Kilpi H. Factors associated with nursing students' medication competence at the beginning and end of their education. BMC Med Educ. 2015; 15

Tan C, Yue W, Fu Y. Effectiveness of flipped classrooms in nursing education: systematic review and meta-analysis. Chinese Nursing Research. 2017; 4:(4)192-200 https://doi.org/10.1016/j.cnre.2017.10.006

Thomas V, Schuessler JB. Using innovative teaching strategies to improve outcomes in a pharmacology course. Nurs Educ Perspect. 2016; 37:(3)174-176

Towle A, Breda K. Teaching the millennial nursing student: using a ‘flipping the classroom’ model. Nursing and Health. 2014; 2:(6)107-114

Education
Student

Introducing a flipped classroom in a pharmacology course

11 March 2021
Education
02 March 2021
Volume 30 · Issue 5

Abstract

Background:

Flipped classroom pedagogy has been shown to improve nursing students' academic performance.

Aim:

The study aimed to determine the effect of a flipped classroom approach on students' pharmacology assessment scores in a school of nursing in Karachi, Pakistan.

Methods:

A retrospective chart review was performed. The pharmacology test scores of the BSc nursing cohort of 2020, when flipped classroom pedagogy was used, was compared with those of the BSc nursing cohort of 2019, where traditional pedagogy was employed. Students' summative evaluation for the course and their verbal feedback were analysed.

Results:

The median continuous assessment test score of the 2019 cohort was 35 (interquartile range (IQR) 32–38), while that of the 2020 cohort was 38 (IQR 35–41). The difference in the score was statistically significant (P<0.001).

Conclusion:

The study gives an insight into a relatively novel pedagogy that was found to improve pharmacology knowledge test scores among nursing students.

Nursing students consider pharmacology a challenging subject and they find it difficult to implement learnt concepts in clinical practice (Alton, 2016; El-Banna et al, 2017; Njie-Carr et al, 2017).

Their major struggle with pharmacology is to understand the link between theoretical knowledge and clinical practice and how they integrate (Manias and Bullock, 2002; Hanson, 2016). Often, students consider the scientific principles of pharmacology (pharmacokinetics and pharmacodynamics) and the application of knowledge in nursing practice (patient assessment and medication preparation) as separate (Manias and Bullock, 2002). This might reduce their ability to apply theoretical concepts to patient care.

To provide safe, competent patient care regarding medications management, a thorough understanding of pharmacology knowledge is required (Sulosaari et al, 2015).

Register now to continue reading

Thank you for visiting British Journal of Nursing and reading some of our peer-reviewed resources for nurses. To read more, please register today. You’ll enjoy the following great benefits:

What's included

  • Limited access to clinical or professional articles

  • Unlimited access to the latest news, blogs and video content

Register
Or continue by

Signing in with your registered email address

Flipped classroom
Pharmacology
Nursing
Pakistan