Improving eating disorder education using flipped classroom method

Abstract

Evidence demonstrating that new nurses lack clinical judgment skills prompted a teaching-learning project in an associate degree of nursing (ADN) program. A needs assessment revealed the necessity of increased knowledge related to caring for patients with eating disorders. Constructivism guided the project, which aimed to provide students with an understanding of the three most common eating disorders, including patient care considerations. Teaching-learning occurred through flipped classroom method (FCM) involving textbook readings, a prerecorded lecture, and an unfolding case study. The author utilized standardized test results, pre- post-test results, and anonymous student evaluations to appraise learner understanding and approval. The project demonstrated that FCM increases student knowledge and satisfaction and is an effective teaching strategy for ADN programs. Recommendations include routine FCM training for nurse educators, regular use of FCM in undergraduate nurse education courses, and further research to determine the best strategies to break down barriers to FCM utilization.