Exploring the Shift from Traditional Lectures to Flipped Teaching in Rural Nursing Programs

Abstract

Background

Rural nursing programs often encounter challenges stemming from limited access to educational resources. The flipped teaching (FT) modality enables students to be exposed to content before class and practice content through engaging activities in class. Faculty in rural nursing programs were introduced to FT as a professional development workshop, aligning their courses to engage students and foster the development of critical thinking skills.

Methods

Cohort 1 underwent a 3-day summer workshop, while Cohort 2 participated in a 2-day faculty development program during the early fall semester. The participants' knowledge of FT and its implementation was evaluated through surveys, faculty group interviews, and analysis of course design data.

Results

Participants embraced the FT modality, as both cohorts provided positive responses regardless of the timing or duration of the faculty development program. They effectively implemented FT pedagogy, utilizing the most suitable options for their respective courses.

Conclusions

Participation in a professional development program on FT significantly boosted the confidence of nursing faculty members in integrating this approach into their classrooms to engage students.