Nursing students choose their own role in a flipped classroom approach

Date

2018-07

Authors

Boruff, Rebecca

Journal Title

Journal ISSN

Volume Title

Publisher

Slack

Abstract

Many nursing programs are using transformative pedagogical methods to better prepare students “to meet today's complex health care needs” (Benner, 2012, p. 183). Five studies, identified by Njie-Carr et al. (2016), show a flipped classroom approach increased active engagement in class and improved performance outcomes for nursing students. A flipped classroom typically includes preclass instruction and “in-class group interactive activities” (Njie-Carr et al., 2016, p. 134).

Description

Article originally published in Journal of Nursing Education, 57(7). English. Published Online 2018. https://doi.org/10.3928/01484834-20180618-13

Keywords

Transformative pedagogical methods, Improved performance outcomes, Undergraduate nursing assessment course

Citation

This is the publisher’s version of an article that is available at https://doi.org/10.3928/01484834-20180618-13. Recommended citation: Boruff, R. (2018). Nursing students choose their own role in a flipped classroom approach. Journal of Nursing Education, 57(7), 450–450. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.

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