Abstract:

The objective of this paper is to present the teaching strategies for meaningful learning of the undergraduate nursing degree from the EUI Gimbernat (Ascribed to UAB) that have been incorporated into a subject in the field of nursing care in the outpatient hospital emergency room. As well, it presents the results in relation to student learning and perception of satisfaction and usefulness.

The experience has been developed over the 2012-2013 courses with the participation of 143 students from 1st year of the nursing degree program.
The process starts with the previous independent work of students, who have to prepare the theoretical content and answer a questionnaire to determine their level of knowledge about the topics. At the start of the sessions the teacher is responsible for energizing the group to be the students themselves and share with one another the material studied and the doubts raised and resolved between them (Flipped Classroom). During the sessions they also work on the practical skills necessary to perform procedures.

Later, the students, in pairs, are addressing the resolution of a simulated emergency situation, in which they have to implement the knowledge and other skills such as teamwork and leadership.
This action is filmed and shown to the group for review and evaluation by specific items (Video Feed-back).
The process concludes with the completion of a written individual reflection that includes the learning process experienced since the beginning of the sessions.
Results are obtained in two manners, in one way, the process of learning, and in another way, student satisfaction and the usefulness of the strategies used.
The student learning process is assessed quantitatively through the resulting average grade of self and co- evaluation of the recording of the simulation and the reflection of individual learning.

On the other hand we estimated the satisfaction that students have shown in the results in relation to the methodology and its perceived usefulness, through the analysis of the responses generated from an online survey.
It is concluded that the achievement of the stated objectives regarding the implementation of these new teaching strategies, is highly satisfactory, both in reference to the dynamics of the sessions, as in the recording emergency simulations and the subsequent self-and co-evaluation.
Although some limitations are objectified in the management of the audiovisual devices and the initial teaching load is high, it is demonstrated that once the sessions are organized, the teaching load drops significantly for future editions, allowing the consideration of some very interesting teaching strategies.

Keywords:

Evaluation teaching strategies, flipped classroom, video feed-back.