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Essay Week 5: Research Literature, Design, Sampling and Implementation Chamberlain College of Nursing (NR-505) $20.49
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  5. Week 5: Research Literature, Design, Sampling and Implementation Chamberlain College of Nursing (NR505)

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Essay Week 5: Research Literature, Design, Sampling and Implementation Chamberlain College of Nursing (NR-505)

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Essay Week 5: Research Literature, Design, Sampling and Implementation Chamberlain College of Nursing (NR-505)

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  • January 18, 2022
  • 20
  • 2022/2023
  • Essay
  • Unknown
  • A+

Subjects

  • nr505
  • nr 505
  • nr505
  • nr 505
  • design
  • sa
  • nr 505 advanced research methods evidence based practice
  • nr 505 advanced research methods evidence
  • nr 505 evidence based practice
  • week 5 research literature

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  • Chamberlain College Of Nursing
  • Week 5: Research Literature, Design, Sampling and Implementation Chamberlain College of Nursing (NR505)
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RUNNING HEAD: RESEARCH LITERATURE, DESIGN, SAMPLING AND
IMPLEMENTATION




Week 5: Research Literature, Design, Sampling and Implementation

Chamberlain College of Nursing

NR-505: Advanced Research Methods: Evidence-Based Practice

,2
RESEARCH LITERATUE, DESIGN, SAMPLING AD IMPLEMENTATION




Research Literature Support

The selected nursing concern that I have chosen is the education of millennial learners in

undergraduate nursing to best develop their critical thinking skills. It is well-documented that

modern day students are vastly different from those of years past, having grown up with the

proliferous use of technology, the Internet, and the ability to instantly access information to

answer questions and solve problems (Battersby, 2017; Tai, 2014; Revell & McCurry, 2010).

Battersby noted that because of the way in which millennial learners process information, they

prefer the addition of certain interactive learning modules into a traditional curriculum to best

effectuate their learning (Battersby, 2017, p. 122).

The PICOT question associated with this proposal is as follows: In millennial nursing

students (P), how does flipping the classroom (I) versus traditional teaching methods (C) affect

the abilities of critical thinking (O) over the course of a nursing school semester (T)?

There have been a number of studies examining the effectiveness of flipping the

classroom in the overall educational experience of today’s learners. Missildine, Fountain,

Summers & Gosselin (2013) studied the effects of various teaching methods in undergraduate

nursing students in Adult Health Nursing classes, measured by exam scores and student

satisfaction surveys. This quasi-experimental study used three different teaching methods: a

traditional lecture-only approach, traditional lecture supplemented by lecture capture (lectures

electronically recorded and made available to students) and a flipped classroom utilizing lecture

capture as well as interactive learning opportunities presented during classroom time.

, 3
RESEARCH LITERATUE, DESIGN, SAMPLING AD IMPLEMENTATION

Quantitative data was gathered by use of average examination scores and student satisfaction

surveys based on a four-point scale.

Missildine, Fountain, Summers & Gosselin (2013) concluded that, as expected, the

students who were in the flipped classroom modality scored significantly higher on the

examinations that those in the traditional lecture classroom and the traditional classroom

supplemented with captured lecture. However, the authors were surprised to discover that the

students in the flipped classroom modality were significantly less satisfied with their learning

experience than students in the other two groups. A strength of this study was the relatively

consistent demographics of the sample over the three-semester research period, and the fairly

large sample size, which may increase the probability of generalization to larger populations. A

limitation that was noted by the researchers suggested that there were problems with

infrastructure such as accessibility of classrooms and internet connections by rural students.

Critz and Knight (2013) used the flipped classroom modality in a pediatric course in a

graduate Nurse Practitioner program and studied the students’ responses on a questionnaire

following the completion of the class. The purpose of the research was to determine whether the

flipped classroom approach would energize and engage the students in a new and meaningful

way after dissatisfaction with previous classes that were taught in the traditional format. This

quantitative cross-sectional research design collected data by means of an anonymous survey that

asked students to rate their experiences using a 5-point Likert scale assigning a value of 1 to

“extremely worthwhile” and a value of 5 being “not at all worthwhile” (Critz & Knight, 2013,

211). The results as reported by the authors were that the flipped classroom model was an

overwhelming success and student satisfaction was generally very positive. A strength of this

study was that there was 100% response rate from students on the online questionnaire, which

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