The flipped classroom in professional nursing education: Where are we now?

Ching-yee Lam and Linda Yin-king Lee
The Open University of Hong Kong
Hong Kong SAR, China

The flipped classroom has been used in health professional education recently and it is thought to be a trendy teaching method for the new generation. This pedagogy not only enhances student-directed ubiquitous learning, but also facilitates educators to engage students in classroom activities. However, the evidence for flipped classrooms in nursing education is sparse and limited. In this study, we review the current knowledge and assess the deliverables, feasibility and effectiveness of the flipped classroom in professional nursing education.

A literature search was performed, using the keywords flipp*, classroom and nurs* in computerized databases, including PubMed, CINAHL plus, EBSCOhost, and ProQuest. English peer-reviewed journal articles focusing on undergraduate and postgraduate nursing education were included. Relevant articles meeting the inclusion criteria were reviewed and the full papers were then retrieved and assessed.

The flipped classroom has been introduced to a number of professional nursing subjects of different educational levels. Both educators and students reported positive feedback on this course design. While a variety of technologies are accessible to educators in preparing pre-class online teaching materials, challenges in implementation were identified. The re-designing of classroom activities allows more interactions between nurse educators and nursing students. Overall, increased student engagement, flexibility in learning, and student ownership of learning were appreciated.

A flipped classroom supports learners to learn according to their own pace. It motivates nursing students to learn actively and to take charge and responsibility for their studies. Although flipping the class may be viewed as a paradigm shift in teaching and learning, nurse educators have the responsibility for giving students contemporary learning experiences and preparing them to learn how to learn in the future.