"Flipping" out in Nursing!

Submitted by Erika Aguirre on

Nursing is challenged by requiring an extremely intense curriculum to be delivered to students in a very short amount of time. A solution the nursing department adopted in Fall 2012 to alleviate this problem is "Flipping" the classroom! "Flipping" is a new innovative teaching style that parallels with EMCC Learning College Guiding Principles. The students are given lectures and power point slides in the form of a video to be viewed before class and in-class time is devoted to exercises, case studies and discussions. By having this preparation, classroom activities enable the instructor to facilitate the analysis, synthesis and evaluation of assigned content. Based on student feedback, this shift in teaching style has become very well received by EMCC Block 1 & Block 2 nursing students. Additionally, upon assessing the implementation of it in Block 1 Nursing curriculum, there was an improvement by 9% in exit scores (HESI) from Fall 2011 to Fall 2012. "Flipping" is now the preferred mode of instruction.

Attached is more rationale for "Flipping."

Completed Full Cycle
Course Number
NUR 151
NUR 171
NUR 251
Attachment Size
flipping-rationale.docx 19.04 KB
Assessment of the Month
Average: 5 (8 votes)


Marianne Smith Mon, 04/15/2013 - 1:59pm

There is a lot of information out there on the flipped classroom model, with the pros being the ability to devote classroom time to interactive case studies and discussion rather than introducing new material.  Students become "responsible for their own learning", and are much better prepared to defend and critique arguments using analysis and synthesis skills instead of simply understanding what is presented. Two questions I think need to be considered when flipping classrooms are:

  1. Do all students have equal access to the technology to do this?
  2. What happens when a majority of classes are flipped and students need to watch videos from all of those classes? 

Do you have any ideas or any feedback from your students on these questions?

Peter Turner Tue, 04/16/2013 - 7:57am

Well done, Erika! I applaud you for trying out a new method, measuring its implementation, and drawing a conclusion to continue with the new based on assessment data. You have truly "closed the loop!" In addition to the questions Marianne posed above, I would add "How do you hold students accountable for their out-of-class assignments?" That is, how do you know that they have done the assignment prior to entering the class? I look forward to your feedback!

Erik Huntsinger Tue, 04/16/2013 - 1:09pm

Erika, I'm glad that you have seen such a dramatic increase in exam scores based on this change.  I think this is a much better use of class time than straight lecture, and it is clear the students are getting more from it.

Karen Shively Tue, 08/13/2013 - 11:19am

What a great way to engage students. I love that lectures can be accessed on the go and that students come to class prepared to discuss and debate material and ideas. Thanks!

John Bradley Tue, 08/13/2013 - 11:23am

Enlightened. Have had all content online for years as a way to make it possible for students to keep up if miss class. Never occurred to expect people to know content before class.

Valerie Akuna Tue, 08/13/2013 - 11:23am


  • this CATS introduces the concept of "flipping"  many instructors are not familiar with this concept.
  • This concept is particularly worth considering for more demanding programs
  • Incorporates many hybrid design principals.
James Cerven Tue, 08/13/2013 - 11:38am

The idea that the students can access the lesson information prior to class should enable them to increase their performance on assignments and increase student engagement while learning about the material. This should increase their retention of the material to use in other class assignments.  Plus allowing students to work collaboratively should increase their work place skills.  Great job!

Kanina McDonald Thu, 10/24/2013 - 3:20pm

We continue to use Flipping in nursing, but have found VoiceThread works a bit better instead of Vimeo. VoiceThread allows the students to comment on the lecture and ask questions. VoiceThread notifies the instructor, then we can go back and answer the individual as well as the class at the next lecture. Students continue to improve their quiz scores and apply the information in the classroom or clinical setting.