Application of the Flipped Classroom Approach in an Undergraduate Maternal–Newborn Nursing Course to Improve Clinical Reasoning

What is it about?

This article describes how faculty transitioned from a knowledge-based format of lecture to an application-based format of case studies and discussion to help students understand how best to use didactic knowledge in the care of patients.

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Why is it important?

Application of knowledge in the care of patients is important and happens organically in the clinical courses, but clinical opportunities are becoming scarcer. Allowing students time to practice how to apply their understanding of patient care to an actual patient scenario must move to didactic learning as well.