Nurse educators are constantly looking for innovative teaching strategies to meet their students' needs and to improve learning outcomes. Flipping the classroom means that students consume lecture content at home, prior to class and work through what would traditionally be considered homework during class time. The benefit to students is active learning and participation in the classroom alongside fellow students and the instructor.Flipping the Nursing Classroom: Where Active Learning Meets Technology focuses on the flipped learning model in the framework of nursing education. This text serves as a "how-to" guide for instructors, and draws on the author's extensive experience. The text opens by defining the flipped classroom and includes evidence that this technique improves student outcomes. Both learning theory and cognitive load theory are used to demonstrate why the flipped classroom is an effective mode of learning. Nurse educators will learn how to implement this technique as well as how to evaluate student success. While conversational in tone, the text is reinforced by extensive research which shows that flipping the nursing classroom is an evidence-based teaching strategy. Key Features Lectures narrated by the author Learning Objectives Key Terms Case Exemplars

Table of Contents:
Dedication • Foreword by Jon Bergman • Preface Chapter 1: Why Flip the Nursing Classroom? • Introduction • How Are the Students of Today Unique? • How Can Flipped Learning Be Effective in Nursing Education? • So What Exactly Is Flipped Learning? • How Can I Flip My Hybrid Course? • How Can I Flip My Online Course? • Flipped Learning-Can It Address the Current Challenges of Nursing Education • What’s Bloom’s Got to Do With It? • Flipping the Classroom in Light of the IOM Report and Benner’s Latest Work • References Chapter 2: Evidence-Based Nursing Pedagogy: Show Me the Research! • Introduction • Nursing Research and Articles on Flipped Learning • Flipping the Classroom to Improve Student Performance and Satisfaction-Level III • Using the Flipped Classroom in Graduate Nursing Education-Level IV • The Use of Flipped Classrooms in Higher Education: • A Scoping Review-Level V • Using Lecture Capture: A Qualitative Student of Nursing Faculty’s • Experience-Level VI • Flipping the Statistics Classroom in Nursing Education-Level VI • Flipping the Classroom: A Data-Driven Model for Nursing Education-Level VI • Flipping the Classroom With Team-Based Learning in Undergraduate Nursing Education-Level VI • Flipping the Classroom for Student Engagement-Level VII • Research and Articles on Flipped Learning from Other Professions • It’s Not About Seat Time: Blending, Flipping, and Efficiency in Active Learning Classrooms-Level III • The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School-Level III • The Experience of Three Flipped Classrooms in an Urban University: An Exploration of Design Principles-Level IV • Student Perceptions Toward Flipped Learning: New Methods to Increase Interaction and Active Learning in Economics-Level VI • Enhancing Student Engagement Using the Flipped Classroom-Level VI • The Use of Flipped Classrooms to Enhance Engagement and Promote Active Learning-Level VI • The Flipped Classroom Paradigm for Teaching Palliative Care Skills-Level VII • The Changing Landscape of Anesthesia Education: Is a Flipped Classroom the Answer?-Level VII • Additional Resources Focused on Flipped Learning • Conclusion • References Chapter 3: The Intentional Instruction Model • Origination of the Intentional Instruction Model • Revision of the Original Model • Learning Objectives • Partnering With the Students • Off-Load Content • In-Class Activities • Evaluation • Conclusion • References Chapter 4: Faculty Preparation for the Flipped Classroom • Introduction • Why the Resistance to the Flipped Classroom? • Faculty Preparation for the Flipped Classroom • Plan, Plan, and Then Plan Some More • Take It Slow and Proceed When Successful • Get Help • Developing Lecture Videos • Launching Your Lecture Videos • Consider Flipping With a Colleague or Group of Colleagues • Organizing the Learning Objectives • Give Yourself a Break! • References Chapter 5: Preparing Your Students for the Flipped Classroom • Students and the Flipped Classroom • How Do We Engage Our Students? • Relationship in Teaching and Learning • Can We Leave Room for Student Curiosity? • Kotter’s 8-Step Process for Leading Change • Step 1: Create a Sense of Urgency • Step 2: Build a Guiding Coalition • Step 3: Form a Strategic Vision and Initiatives and • Step 4: Enlist Volunteer Army • Step 5: Enable Action by Removing Barriers • Step 6: Generate Short- Term Wins • Step 7: Sustain Acceleration • Step 8: Institute Change • Conclusion • References Chapter 6: Off-Load Content-What Will Students Do Prior to Class? • Introduction • General Guidelines for Development of Off- Load Material • Use Off-Load Appropriately • Description of Off-Load Materials for Use With the Flipped Classroom • Video Lectures • Tips When Recording Your Own Videos • Lecture Time ? Video Time • Entertaining Videos • Keep It Generic! • Using the Webcam • Using Humor in Videos • Stick to the Facts! • Different Ideas for Videos • Editing Your Video • Don’t Forget About Copyright Laws • Sharing the Video With Students • Student Computer and Internet Access off Campus • Using Others’ Videos for Off-Load Content • Other Ideas for Off Load Materials • Examples of ”Ticket to Ride” and Other Off-Load Assignments • Readings Assigned for Off-Load Content • Learning Modules for Off-Load Content • Researching and Investigating Assigned for Off Load Content • Differentiated Off-Load Assignments-Mastery Learning? • Conclusion • References Chapter 7: Now What? How to Manage Your Class Time Effectively in the Flipped Model of Learning • Introduction • The Flipped Classroom In-Class Structure • Opening the Live Class • In-Class Active and Interactive Learning Activities • To Group or Not to Group? • Thought Partner • Mini-Lecture • Case- Based Learning • Developing an Effective and Challenging Case Study • Problem-Based Learning • PBL Activities • Role Play and Student Acting • Debate • Concept or Mind Mapping • Jigsaw Teaching Strategy • Creating Algorithms • Quizzing • Gaming • Closing the In-Class Session • Challenges During In-Class Time • Managing In-Class Time • The Not-So-Engaged Student • Students Who Do Not Come to Class • Conclusion • References Chapter 8: Did It Work? How to Evaluate Each Step of the Flipped Learning Environment • Introduction • Evaluation of Student Learning in the Flipped Classroom • The Process of Evaluation • Evaluation Practices With the Flipped Classroom • Evaluation of Off-Load Learning • Evaluation of Instructor Use of the Flipped Classroom • Conclusion • References Chapter 9: Those Flipping Nursing Instructors! • Introduction • Katherine (Kat) Johnson, MSN, CPNP • Rieneke Holman, MS-RN-Weber State University, School of Nursing • Lory Clukey, PhD-University of Northern Colorado, School of Nursing • Alexandra D. Hanson, MSN-RN-Weber State University, • School of Nursing • Melissa Coleman, MSN, APRN-Central Connecticut State University, • School of Nursing • Conclusion • References Index