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Flipping the Nursing Classroom Without Flipping Out the Students
Victoria Anne Greenwood1, Caroline Mosca
1About the Authors Victoria Anne Greenwood, MS, RN-BC, is an assistant professor at the Sage Colleges Department of Nursing, Troy, New York. Caroline Mosca, RN, PhD, is a faculty program director BS/MS at Excelsior College, Albany, New York. For more information, write to Ms. Greenwood at greenv@sage.edu.
Abstract:
Flipping the class has been touted as a method of increasing student participation and improving learning outcomes. In this study, nursing students were introduced to the flipped classroom. They were instructed to listen to narrated PowerPoint presentations before class and be ready to participate in case studies that would enhance their understanding of important concepts. When comparing student test scores before and after flipping the classroom, we found a statistically significant increase of 8.04 points after the change in instruction. Results support the hypothesis that a flipped classroom may improve learning outcomes.