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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Transformations modify the graphical representation of a function without changing its fundamental form. One common transformation is reflection, which flips the graph across a designated axis. When the vertical coordinates of all points are multiplied by the negative one, the entire graph is mirrored over the horizontal axis. This transformation reverses the vertical orientation of peaks and troughs, akin to signal inversion in electrical systems, where a waveform is flipped, but the timing of...
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'Flipping' the Classroom.

Diane M Billings1

  • 1Diane M. Billings is Chancellor's Professor Emeritus at the Indiana University School of Nursing in Indianapolis and a consultant in nursing education. Contact author: dbillin@iupui.edu. The author has disclosed no potential conflicts of interest, financial or otherwise.

The American Journal of Nursing
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The flipped classroom model enhances nursing education by promoting active learning and deeper engagement between students and educators. This approach offers benefits but also presents unique challenges for clinical faculty and preceptors.

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Area of Science:

  • Nursing Education
  • Clinical Pedagogy

Background:

  • Adjunct clinical faculty and preceptors are vital in translating nursing knowledge to practice.
  • Traditional teaching methods may not fully leverage learner engagement in clinical settings.

Purpose of the Study:

  • To explore the advantages and disadvantages of implementing a flipped classroom approach in nursing education.
  • To enhance active engagement and interaction between nursing students and their educators.

Main Methods:

  • The article discusses the application of the flipped classroom model in clinical nursing education.
  • It analyzes the experiences and outcomes associated with this pedagogical strategy.

Main Results:

  • The flipped classroom fosters greater learner participation and more meaningful educator-learner interactions.
  • Identified benefits include increased knowledge application and critical thinking skills.

Conclusions:

  • The flipped classroom is a valuable pedagogical tool for improving clinical nursing education.
  • Addressing the challenges associated with this model is key to successful implementation by faculty and preceptors.