Other Titles
Flipped Classroom in Nurse Anesthesia Curriculum: A Quality Improvement Project [Title Slide]
Abstract
Current research indicates that most faculty members are from the Baby Boomer generation (1946-1964) or Generation X (1965-1980), in which the instructor assumes the principal role of knowledge. Current evidence precludes that 91% of graduate nursing students are from Generation Y (1981-1996) and Generation Z (1997-2012) with a fondness for a flipped classroom, where student autonomy in classroom preparation is prioritized. The application of this technique has been widely evaluated using student exam scores. Utilization of generational pedagogical preferences is crucial for student success and critical thinking. This quality improvement project aims to answer the question: In multigenerational nurse anesthesia cohorts, would using a flipped classroom versus a traditional classroom pedagogy increase performance on high-stakes exams?
A Boolean search was executed using PubMed, CINAHL, Cochrane Library, and Embase. Initially, 183 articles resulted. The articles included were peer-reviewed within the last five years and had level 1 or 2 evidence, with results of statistical significance. After relevancy was assessed, 15 articles remained. Exam performance was evaluated in all 15 studies. University IRB exemption was received to utilize a pre- and post-qualitative anonymous survey with an educational module to assess the knowledge of the State University System of Florida nurse anesthesia educators on generational learning preferences.
Most faculty identified as Generation X. Twenty-nine percent were certified nurse educators, and fourteen percent were certified healthcare simulation educators. Fifty percent of the educators have more than 12 years of experience as an educator in nurse anesthesia. Only one percent of the population currently utilized flipped classroom methodology, and fifty percent were aware of the generational learning preferences of millennials and Generation Z students. Post survey, there was no change in knowledge in the Flipped classroom (-13.10) and the composition of nursing faculty ( -1.19); however, increased knowledge after the educational module of as great as (39.29) in the general graduate nursing composition, gamification (10.71) and the conventional classroom methodology (20.24). Statistical analysis was done using SPSS version 29. A paired t-test was used to assess the difference in mean knowledge scores between the pretest and post-test with a statistically significant p-value of 0.022.
Notes
References:
Aydin, A., Oflaz, F., Karadağ, A., Ocakci, A. F., & Aydin, A. (2021). Nursing Students' Career Plans After Graduation: Perspective From Generation Y. Florence Nightingale journal of nursing, 29(3), 334–341. https://doi.org/10.5152/FNJN.2021.20138
Culp-Roche, A., Hampton, D., Hensley, A., Wilson, J., Thaxton-Wiggins, A., Otts, J. A., Fruh, S., & Moser, D. K. (2020). Generational Differences in Faculty and Student Comfort With Technology Use. SAGE open nursing, 6, 2377960820941394. https://doi.org/10.1177/2377960820941394
Reyes, A., Galvan, R., Jr, Navarro, A., Velasquez, M., Soriano, D. R., Cabuso, A. L., David, J. R., Lacson, M. L., Manansala, N. T., & Tiongco, R. E. (2020). Across Generations: Defining Pedagogical Characteristics of Generation X, Y, and Z Allied Health Teachers Using Q-Methodology. Medical science educator, 30(4), 1541–1549. https://doi.org/10.1007/s40670-020-01043-7
Moore G, Baksh L, Parker S. (2021).Generational learning preferences: Target patient teaching to match generational and individual needs. American nurse today. 2021;16(12):33.
Swanzen, R. (2018). FACING THE GENERATION CHASM: THE PARENTING AND TEACHING OF GENERATIONS Y AND Z. International Journal of Child, Youth and Family Studies, 9(2), 125-150. https://doi.org/10.18357/ijcyfs92201818216
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quality Improvement
Research Approach
Other
Keywords:
Curriculum Development, Faculty Development, Teaching and Learning Strategies
Recommended Citation
Hernandez, Pedro; Campbell, Yasmine Nicole; and Diaz, Valerie J., "Implementing Flipped Classroom in the Nurse Anesthesia Curriculum: A Quality Improvement Project" (2025). International Nursing Research Congress (INRC). 13.
https://www.sigmarepository.org/inrc/2025/presentations_2025/13
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Implementing Flipped Classroom in the Nurse Anesthesia Curriculum: A Quality Improvement Project
Seattle, Washington, USA
Current research indicates that most faculty members are from the Baby Boomer generation (1946-1964) or Generation X (1965-1980), in which the instructor assumes the principal role of knowledge. Current evidence precludes that 91% of graduate nursing students are from Generation Y (1981-1996) and Generation Z (1997-2012) with a fondness for a flipped classroom, where student autonomy in classroom preparation is prioritized. The application of this technique has been widely evaluated using student exam scores. Utilization of generational pedagogical preferences is crucial for student success and critical thinking. This quality improvement project aims to answer the question: In multigenerational nurse anesthesia cohorts, would using a flipped classroom versus a traditional classroom pedagogy increase performance on high-stakes exams?
A Boolean search was executed using PubMed, CINAHL, Cochrane Library, and Embase. Initially, 183 articles resulted. The articles included were peer-reviewed within the last five years and had level 1 or 2 evidence, with results of statistical significance. After relevancy was assessed, 15 articles remained. Exam performance was evaluated in all 15 studies. University IRB exemption was received to utilize a pre- and post-qualitative anonymous survey with an educational module to assess the knowledge of the State University System of Florida nurse anesthesia educators on generational learning preferences.
Most faculty identified as Generation X. Twenty-nine percent were certified nurse educators, and fourteen percent were certified healthcare simulation educators. Fifty percent of the educators have more than 12 years of experience as an educator in nurse anesthesia. Only one percent of the population currently utilized flipped classroom methodology, and fifty percent were aware of the generational learning preferences of millennials and Generation Z students. Post survey, there was no change in knowledge in the Flipped classroom (-13.10) and the composition of nursing faculty ( -1.19); however, increased knowledge after the educational module of as great as (39.29) in the general graduate nursing composition, gamification (10.71) and the conventional classroom methodology (20.24). Statistical analysis was done using SPSS version 29. A paired t-test was used to assess the difference in mean knowledge scores between the pretest and post-test with a statistically significant p-value of 0.022.
Description
Generational learning preferences must be understood and applied when designing, incorporating, and evaluating an academic curriculum plan. Current differences in the generational makeup of faculty and students can lead to a disconnect between classroom instruction and student learning that may impact student academic performance. This project strongly urges nurse anesthesia programs to incorporate generational learning preferences.