INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING

Abstract

Aim to report the experience of using the flipped classroom in a nursing seminar on critical-creative thinking in graduate nursing students’ training. Method: creation and development of a seminar, which lasted four hours and included the participation of ten teachers and graduate nursing students. Three flipped classroom methodologies were used: Just in time teaching, Peer Instruction and Problem Based Learning. Results: it was possible to contribute for a greater participation and knowledge appropriation on the topic as flipped classroom use in nursing, providing experimentation and sensitization of methods in teachers and students. Final considerations: through this experience, we sought to encourage reflection, since these teaching methods put the students as the active subjects in learning, leading them to search for answers once asked by themselves, in their own experiences and studies.