Undergraduate nurse educators' transition to flipped classroom: A qualitative study.

The flipped classroom continues to garner increasing interest in nursing education; however, few research studies fully document faculty experiences with its implementation. This study's purpose was to explore undergraduate nurse educators' transition from traditional teacher‐centered, content‐driven strategies to the flipped classroom and describe perceived successes and challenges during the process. A qualitative approach using interpretive description gave voice to a purposive sample of sixteen undergraduate nurse educators across the United States and Canada. Semistructured interviews, audio‐recorded and transcribed verbatim, yielded a set of experiential themes. Participants revealed marked challenges as they rethought classroom design in relation to evidence‐based educational principles, and met a surprising level of resistance from students and faculty colleagues. Still, faculty observations reflected increased student problem solving, self‐determination and a greater correlation between teacher‐made and standardized test scores. Participants advocated continued integration of flipped classrooms into nursing curricula and recommended greater collegial and administrative support from academic environments. [ABSTRACT FROM AUTHOR]