Date of Conferral
2020
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Stacy Wahl
Abstract
Nurse educators struggle with developing innovative teaching strategies that improve learnersâ critical thinking, sound clinical judgment, and ability to provide safe patient care. In the local setting, nurse educators relied on passive teaching strategies. The purpose of this study was to explore the perceptions of nursing faculty members concerning their self-efficacy with implementation of a flipped classroom. The conceptual framework was transformative learning theory. The research question explored how nurse educators described their self-efficacy with implementing student-centered, active teaching methods. Participants included 9 experienced nursing faculty members at the local setting from the Associate Science of Nursing program. Data were collected through semi-structured interviews and analyzed by applying value coding to categorize the data and identify themes. The 4 themes include (a) assessment of student learning, (b) barriers for nurse educators, (c) perceptions, and (d) professional development. As a result of the findings from this study a 3-day professional development seminar was created to address the deficiencies in skills and knowledge regarding the implementation of the flipped classroom pedagogy. Implications for positive social change include (a) assisting nurse educators in making informed curriculum changes as they transition to an active pedagogy; (b) identifying teaching strategies that could help better prepare future nurses for clinical practice; and (c) assisting nurse educators to better understand the value of active, learner-centered pedagogical practices.
Recommended Citation
Gibbon, Sharmeta L., "Self-Efficacy of Registered Nurse Faculty to Facilitate a Flipped Classroom Pedagogy" (2020). Walden Dissertations and Doctoral Studies. 9486.
https://scholarworks.waldenu.edu/dissertations/9486
