Date of this Version

11-16-2024

Document Type

DNP Project

Rights

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Abstract

Introduction: 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 indicates that 91% of graduate nursing students are from Generation Y (1981-1996) and Generation Z (1997-2012) and have a fondness for a flipped classroom, where student autonomy in classroom preparation is prioritized. Utilization of generational pedagogical preferences is crucial for student success and critical thinking. This quality improvement project aimed 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?

Methods/Evidence Search: A Boolean search was executed using PubMed, CINAHL, Cochrane Library, and Embase. Initial results identified 183 articles. The articles included were peer-reviewed within the last 5 years, level 1 or 2 evidence and had results of statistical significance. After relevancy was assessed, 15 articles remained. 11 studies used Generation Y, Z, or both, while the remaining 4 did not specify. Similarly, the represented disciplines were 7 studies from medicine, 5 studies from nursing, and 1 study from each: pre-medical, social work, and dentistry. Exam performance was assessed 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 nurse anesthesia educators on generational learning preferences. The plan was to implement these educational practices at the current university and do a retrospective study to assess exam scores post-utilization.

Results: Thirty-five nurse educators were surveyed, with a 37% response rate. Most faculty identified as Generation X. Only 1% of the educators currently utilized flipped classroom methodology, and 50% were aware of the generational learning preferences of millennials and Generation Z students. The survey revealed pre-survey, there was a knowledge deficit of learning preferences. Post-survey, there was no change in knowledge in flipped classroom (- 13.10) and the composition of nursing faculty (-1.19); however, there was 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). Result 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 posttest with a statistically significant p-value of 0.022.

Discussion: Current differences in the generational makeup between faculty and students can lead to a disconnect between classroom instruction and student learning. This project strongly urges nurse anesthesia programs to incorporate generational learning preferences. This project supported the idea that transitioning to a flipped classroom methodology for the current and upcoming nurse anesthesia student population can improve their academic performance on high stakes exams and their perceptions of learning. This project's distinct limitations include assessing the Certified Registered Nurse Anesthetist (CRNA) program's technological resources and the technological proficiencies of nurse anesthesia residents and educators.

Comments

Department of Nurse Anesthesiology, Nicole Wertheim College of Nursing and Health Sciences, Florida International University.

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