Ten Rules for the “Flipped Classroom”

Ten Rules for the Flipped Classroom in Nursing School

By Joe Niemczura, RN, MS

Without lot of introduction, this is a tool to help students get into the mindset needed to thrive in a flipped classroom. These are not “rules” – More like guidelines. Except for #8.

Come prepared. Do the reading and homework in advance and watch the videos.

Prepare to interact, part one. Passivity is the enemy to the type of learning we strive for in class. When you do the home work, interact with the material to develop questions on the areas you need to understand.

Prepare to interact, part two. Bring your questions to class and engage in dialog. Study with a group.

Think about “meta-cognition.” You are training your brain to think like a nurse. This involves a system of logic. You can speed this along by thinking about how you think. Put it on the table.

Talk with more than just the teacher. You can learn a lot from the person next to you.

Stay to the end. If you have already mastered the material, you have an obligation to help your peers. Leaving the dialog is a selfish act.

Stay engaged. “Being present” is more than just being present. Put the smartphone down and nobody will get hurt. Exhibit attending behavior at all times.

Respect those around you. Incivility has no place in this classroom.  Examples of incivil behavior can be found in Pearson Volume II page 2650. 

Find a way to use nursing therapeutic communication in all that you do. Every peer; the faculty; the patients; hospital personnel; your own family.

Develop a personal “centering practice” and cultivate it. Remember the “First Rule of Knowledge” from the Buddha.


About Joe Niemczura, RN, MS

These blogs, and my books, and videos are written on the principle that any person embarking on something similar to what I do will gain more preparation than I first had, by reading them. I have fifteen years of USA nursing faculty background. Add to it fifteen more devoted to adult critical care. In Nepal, I started teaching critical care skills in 2011. I figure out what they need to know in a Nepali practice setting. Then I teach it in a culturally appropriate way so that the boots-on-the-ground people will use it. One theme of my work has been collective culture and how it manifests itself in anger. Because this was a problem I incorporated elements of "situational awareness" training from the beginning, in 2011.
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