Flipping the classroom: A data-driven model for nursing education

Journal of Continuing Education in Nursing

Volumn 45, Issue 11, 2014, Pages 477-478

  McGowan, Brian S ^a   Balmer, Jann T ^b   Chappell, Kathy ^c  

^a ArcheMedX   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

^c AMERICAN NURSES CREDENTIALING CENTER   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; EDUCATIONAL MODEL; HUMAN; NURSING EDUCATION; PROBLEM BASED LEARNING; PROCEDURES; TEACHING; VIDEORECORDING;

ADULT; COMPUTER-ASSISTED INSTRUCTION; EDUCATION, NURSING, CONTINUING; HUMANS; MODELS, EDUCATIONAL; PROBLEM-BASED LEARNING; VIDEOTAPE RECORDING;

EID: 84922280205     PISSN: 00220124     EISSN: None     Source Type: Journal    
DOI: 10.3928/00220124-20141027-11     Document Type: Article

References (3)

1. Klcgcris, A., & Hurrcn, H. (2011). Impact of problem-based learning in a large classroom setting: Student perception and problem-solving skills. Advances in Physiology Education, 35, 408-415.
2. McGowan, B.S. (2014, February 12). How great is the impact of ArcheMcdX-powered education? [Web log message]. Retrieved from http://www.archemedx.com/blog/grcat- impact-archcmcdx-powered-education
3. McLaughlin, J.E., Roth, M.T., Glatt, D.M., Gharkholonarche, N., Davidson, C.A., Griffin, L.M.,... Mumper, R.J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89, 236-243.