Set up with round tables in the Fireside Room, students were
divided into four sub-groups for a flipped class experience.
On Monday, April. 14, the nursing program at LBCC had a
taste of the flipped classroom, a new form of teaching where students come to
class prepared and practice their knowledge with more hands-on work.
The subject was addictions and substance abuse. After a
brief overview in the beginning, each group received different parts of class
material.
The first group worked on scoring the dosage of drug with
the CIWA system; the second group practiced acupuncture with Tawnya Dailey L.
AC from Lebanon; the third group, learned about motivational interviewing to
encourage patients once they are ready to change their behavior; and the fourth
group, impaire with health-treating professional James Conway, MFT from Lake
Oswego, studied the process when treating patients with addictions.
The instructor was no longer teaching and students were no
longer taking notes. The classroom turned into a conversation-styled convention.
Unlike the old-fashion lecturing, students were able to
share and communicate ideas with each other. When they meet difficulties, the instructor
and professionals were there to answer their questions.
Sherrilyn Sytsma, faculty at LBCC nursing program, was surprised
of students’ reactions. “I think it worked well to have people engage more.
This is a powerful learning process since nursing is all about applying your
knowledge and skills,” said Sytsma.
However, the anonymous feedbacks
from students showed a mixture of opinions.
“I enjoyed the day. It was eye opening and helped me
understand that addiction is not a choice that people make and that it can
happen to anyone. ”
“I feel like there was not enough time to reach great depth
with any one subject, but I have a better overall understanding of treatments
and assessments regarding addiction and addicts. ”
This new concept of learning provided opportunities for
students to collaborate and had better understandings of book theories through
practical work. In addition, it is important to preview before hand. The
in-class work requires students to know the material well so that students will
not feel lost during the process.
Sytsma thought this is a great way of extending the skill
lab style into lectures, “Our skill lab within our curriculum is kind of like
the flipped class philosophy. Students need to come to class prepared and they practice
with instructions.” She always mentioned there will always be students learn
better or worse in unconventional classes. So it’s good to have a mixed style
of classes where they can learn in either way without lifting anyone out.
