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The flipped classroom has been used as an instructional strategy in many different nursing theory courses but is rarely used in the skills laboratory setting. In this baccalaureate program, the flipped classroom was used over 4 semesters in a skills laboratory to improve faculty-student engagement and student accountability through preclass preparation, a reward system for critical reasoning in simulation scenarios, and validation of nursing skill performance. Prior to entering a skills session, students complete assigned readings and view skills videos. Each student prepares a 5-point priority action card for the assigned skill intervention. The card is used to prompt discussion as students explain their rationale for the prioritization. Students enter the skills laboratory ready to perform skills and participate in clinical simulation scenarios. Preparation and professionalism are rewarded using a predetermined point system identified in the syllabus. The required number of points for successful completion of the skills course and specific activities to earn points, such as "pop quizzes," skills cards, and prepared skills checklists, is identified. These activities are designed to engage students in the content and allow them to demonstrate skill mastery. Nursing laboratory faculty, initially concerned about teaching evaluations with this change to using the flipped model, were surprised by the outcomes. The flipped model improved student attitudes and professionalism, promoted accountability for learning, and enhanced student-faculty engagement. Faculty and course evaluations also improved. In addition, faculty in all subsequent clinical courses described how students demonstrated more accountability and professionalism. The flipped classroom in the nursing skills laboratory was a success!


By Nancy Hannafin, MS, RNC, Towson University Towson, MD; Regina M. Phillips, PhD, RN, CNE, University of Maryland, School of Nursing, Baltimore (