Using the Four Pillars of FLIP to Implement Flipped Learning in an Undergraduate Nursing Research and Evidence-Based...

Area of Science:

• Nursing Education
• Evidence-Based Practice
• Active Learning Strategies

Background:

• Undergraduate nursing research and evidence-based practice courses require engaging instructional strategies.
• Traditional classroom models may not optimize learning outcomes for all students.
• Accelerated nursing programs present unique challenges for course delivery.

Purpose of the Study:

• To transform an undergraduate nursing research and evidence-based practice course into a flipped learning model.
• To implement active learning strategies within the flipped classroom framework.
• To identify lessons learned for future applications of flipped learning in nursing education.

Main Methods:

• Utilized the Four Pillars of FLIP (Foundations for Learning, Instructional Content, Learning Activities, and Peer Interaction) framework.
• Transitioned an undergraduate nursing research and evidence-based practice course from a traditional to a flipped learning format.
• Employed various active learning strategies within the flipped model.

Main Results:

• The study details the active learning strategies implemented in the flipped classroom.
• Lessons learned during the transformation process are discussed.
• The article provides insights into the practical application of flipped learning in nursing education.

Conclusions:

• Flipped learning offers a viable model for enhancing undergraduate nursing research and evidence-based practice courses.
• Active learning strategies are crucial for successful implementation of the flipped model.
• Continuous evaluation and adaptation are essential for optimizing flipped learning in nursing education.