Flipped learning: A shift in graduate nursing education.

Area of Science:

• Nursing Education
• Advanced Practice Nursing
• Pedagogy

Background:

• The COVID-19 pandemic necessitated significant shifts in educational delivery.
• Nursing education requires innovative approaches to meet contemporary learner needs.
• Flipped learning (FL) offers a student-centered, engaging pedagogical model.

Purpose of the Study:

• To explore faculty and student perspectives on implementing flipped learning in family nurse practitioner programs.
• To identify effective FL practices for preparing students for active classroom engagement.
• To assess the feasibility and perceived benefits of FL in advanced practice nursing education.

Main Methods:

• Qualitative study employing an insider action research design.
• Data collection through faculty learning circles and student focus groups.
• Thematic analysis of faculty and student experiences with flipped learning.

Main Results:

• Family nurse practitioner students reported positive attitudes towards FL, noting increased confidence, personalized learning, and preparedness.
• Faculty generally preferred FL over traditional teaching methods.
• Clinical case studies emerged as a highly favored active learning activity among students.

Conclusions:

• Flipped learning presents a viable and promising alternative to traditional instruction in advanced practice nursing education.
• FL enhances student engagement, confidence, and preparedness for active learning.
• Further research is recommended to fully elucidate the benefits of FL in this educational context.