Flipped learning versus traditional teaching
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The document reviews the implementation and feedback of flipped learning versus traditional teaching methods in information skills training for nursing staff at the University of Eastern Finland. The flipped approach involved electronic learning materials and hands-on training sessions, improving participants' engagement and preparation for active learning. Feedback indicated that both models supported evidence-based nursing skills, but the flipped model allowed for more personalized and flexible learning.
Flipped learning versus traditional teaching
- 1. UEF // University of Eastern Finland Feedback and Evaluation of Information Skills Training for University Hospital Nursing Staff ICML + EAHIL 2017, 12th-16th June, Dublin, Ireland Tuulevi Ovaska & Kirsi Salmi Flipped Learning versus Traditional Teaching Library
- 2. UEF // University of Eastern Finland What is flipped classroom / learning •Teaching method that has two parts 1. Electronic learning materials for self-studying outside the classroom • Readings, videos, slides, podcasts… 2. Practical group learning sessions in the classroom • Usually problem-based learning • Teacher as assistant/guide • Often includes peer-teaching
- 3. UEF // University of Eastern Finland Background •Information literacy (IL) skills are necessary for – the successful implementation of evidence-based nursing (EBN) – continuing professional development (CPD) •Kuopio University Hospital (KUH) organises in-service continuing education (CE) training programmes in evidence-based practice (EBP) for nursing and allied health personnel
- 4. UEF // University of Eastern Finland Background •University of Eastern Finland (UEF) library is responsible for the IL training integrated in these programmes – In 2016-2017 the programme was organized for the fifth time – Each student (often with a pair) has to write and present a paper or a poster at the end of the programme (development work) • The topics are always work-oriented and raise from clinical practice • The works usually aim to develop a practice or a process in the nurse’s own ward – For example, check list, internal process, orientation plan, patient education, recommended practice, best practice
- 5. UEF // University of Eastern Finland Some examples of the topics of the development works • Comparing Optiflow to CPAP or BiPAP in the care of acute respiratory insufficiency patients • Emotional support for patients during long-term isolation • Exchange of peripheral venous catheter and infection control of hospitalized patients • Multi-professional patient discharge of kidney transplantation patients • Post-operative patient education for breast cancer patients • Preventing the infections of premature newborns at neonatal intensive care unit via patient education for parents • Treatment of anxiety without medication in psychiatric ward
- 6. UEF // University of Eastern Finland The aims of the EBP programmes •After completing the programme the students/nurses can – Define evidence-based nursing – Identify practical challenges in nursing care that they can solve with EBN – Search for scholarly / peer-revieved information in different databases – Critically appraise both publications and evidence – Apply evidence in practice – Make evidence-based decisions in nursing care
- 7. UEF // University of Eastern Finland IR training before and now Traditional 2012-2015 (4 courses) •Lecture 2 hours + material in Moodle •Hands-on training sessions 3 + 3 hours (first time 4 + 4 hours) Flipped for the 1st time 2016-17 •Text, pictures, videos, links in Moodle + pre-assignment •Hands-on training sessions 3 + 3 hours
- 8. UEF // University of Eastern Finland
- 9. UEF // University of Eastern Finland Aims of IR training • In general, information skills training aims to develop appropriate skills for the participants to effectively search and find evidence for practical nursing care • When flipping the training, our aims were to – Make the information skills studying more learner-oriented and more flexible • In-service training of practicing nurses • Transferring the responsibility of learning from teacher to student – Provide the students with tools and materials that support active problem-based learning • To be used not only during the programme but continuously in practical work settings
- 10. UEF // University of Eastern Finland Collecting feedback •Online questionnaire to participants of each programme 2012-2017 – Participants of flipped training were more active to give feedback • Approximately the same amount of respondents – Traditional programmes 22 (4 courses) – Flipped 21 (1 course) • Each programme had about 40 participants – The questionnaire includes the same questions as the IR course feedback form of the UEF Library’s information skills courses
- 11. UEF // University of Eastern Finland Results: Learning material 0 % 0 % 33 % 29 % 38 % Traditional - The learning materials promoted my learning. do not agree somewhat agree in between agree totally agree 0 % 5 % 38 % 38 % 19 % Flipped - The learning materials promoted my learning. do not agree somewhat agree in between agree totally agree Our remark: Flipped learning materials promoted learning more (agree + totally agree 76 %) than traditional (agree + totally agree 67 %) learning materials. This is natural, as the new material is more diverse and easily accessed at any time during the programme, which was one of our aims.
- 12. UEF // University of Eastern Finland Results: Feedback on learning 4 % 14 % 41 %14 % 27 % Traditional - Flipped - I received a sufficient amount of feedback on my learning. do not agree somewhat agree in between agree totally agree 0 % 9 % 48 % 29 % 14 % Flipped - I received a sufficient amount of feedback on my learning. do not agree somewhat agree in between agree totally agree Our remark: Regardless of the training model, the respondents would like to receive more feedback on their learning. This is one of the challenges during a short course. We hope to improve the results in the next programme.
- 13. UEF // University of Eastern Finland Results: Workload Our remark: Flipped course promoted active learning as it is student-centered. Students have to study actively instead of passively listening to teachers (which may seem easy). 14 % 82 % 4 % Traditional - I found the content of the course to be easy adequate difficult 0 % 90 % 10 % Flipped - I found the content of the course to be: easy adequate difficult
- 14. UEF // University of Eastern Finland Results: Understanding of IR 0 % 0 %0 % 36 % 64 % Traditional - My understanding of IR increased do not agree somewhat agree in between agree totally agree 0 % 0 % 14 % 62 % 24 % Flipped - My understanding of IR increased do not agree somewhat agree in between agree totally agree Our remark: For some of the participants of the flipped course IR was probably more familiar to start with than for the ”pioneers” of the earlier programmes.
- 15. UEF // University of Eastern Finland Results: Most important things learned 15 7 6 1 1 1 1 15 4 3 3 0 0 0 using different databases Boolean logic expressing topic as search terms & queries limiting & filtering search results MeSH IR must be planned where to look for instructions The most important things I learned Traditional Flipped These results are combined from written feedback. Our remark: • Both models seem to contain and provide the basic contents of information retrieval skills.
- 16. UEF // University of Eastern Finland Results: Wanted to learn but didn’t 3 2 1 1 1 1 0 1 5 1 0 0 searching in English (lack of language skills) other databases, e.g. Cochrane Library documenting searches reference management accessing full texts how much searching is enough What I wanted to learn but did not Traditional Flipped These results are combined from written feedback. Our remarks: • Some of the ”pioneers” lacked English skills but the participants of the flipped course did not report this issue • It seems we have to pay more attention to documenting searches; the parcipants have to report their searches in the final written report (development work)
- 17. UEF // University of Eastern Finland Observations •The pre-assignment – Participants were asked to formulate search queries on their topic • Had to study the Moodle material to be able to do this • Were more prepared to attend the hands-on training sessions – Was necessary and promoted active learning – The tutors of the programme commented the pre-assignments before the hands-on training sessions from the point of view of the topics • PICO was used in analysing the topics
- 18. UEF // University of Eastern Finland Observations • Hands-on training sessions were succesful as – Time could be used for active searching instead of starting to think about search terms at that point – Librarians could • Work as coaches • Assist with more complex IR questions • The participants were more prepared to attend the hands-on training sessions also because there was no passive lecture type teaching • The flipped model promoted active learning
- 19. UEF // University of Eastern Finland Conclusions •According to the feedback, both – Support EBN – Increase IR skills •But, using the the flipped model – Individual differences and needs can be taken into account – Students can study at their own pace, revisit the study materials, and reread/replay those parts that each of them finds complicated, important etc. – As students are more prepared when they attend the training sessions, the teachers can train them further in their IR processes
- 20. UEF // University of Eastern Finland Key messages •Based on feedback – One model is not better or worse than the other – The learning outcomes are almost similar – The students of the flipped course are more eager to give feedback •We plan to use the flipped model again and to develop it further – Make more videos – Make more quizzes and other activating tasks – Focus more on the development work
- 21. UEF // University of Eastern Finland Literature •Arnold-Garza S. The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy 2014; 8(1): 7-22 •Ovaska T. Making evidence-based decisions when organising information retrieval training for nurses and head nurses. Health Information and Libraries Journal. 2012; 29(3): 252-6 •Valenza JK. The flipping librarian. Teacher Librarian 2012; 40(2): 22 •Youngkin CA. The flipped classroom: practices and opportunities for health sciences librarians. Medical Reference Services Quarterly 2014; 33(4): 367-374