This article describes the use of team-based learning (TBL) within a flipped classroom setting in an undergraduate nursing course. TBL facilitates active learning through the use of small group, classroom activities. Students used classroom time to solve problems while developing important professional competencies. A preclass PowerPoint lecture with narration, a component of the flipped classroom, was added to address student feedback. Despite mediocre course evaluations, improved student performance on the final course examination was noted.
Author Affiliations: Clinical Assistant Professor, Department of Undergraduate Education, School of Nursing, Stony Brook University, New York; and Doctoral Candidate, College of Nursing and Public Health, Adelphi University, Garden City, New York.
The author declares no conflicts of interest.
Correspondence: Ms Della Ratta, 100 Nicolls Rd, School of Nursing, Stony Brook University, Stony Brook, NY 11794 (Carol.email@example.com).
Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com).
Accepted for publication: October 4, 2014
Published ahead of print: November 14, 2014