Flipping Wounds

Adele Atkinson


Nurse educators need to develop more flexible approaches to learning in order to meet the needs of future healthcare workers (HEE, 2014). Using a Flipped Classroom is one such strategy. This case study explores flipped learning in this context and reflects over both the student and facilitator experiences, using a Wound Healing & Tissue Repair Module for post-registration (qualified) healthcare professionals. A Problem-based/Enquiry-based learning approach was also used to aid in linking theory to practice.

Evaluations from the module showed that, on the whole, students enjoyed this approach and commented positively on the online activities and EBL sessions, working and discussing practice with students from other disciplines; lecturer-student interactions; and using fictional patients to apply theory to practice. There were some areas that students felt hindered their learning. These were: the format of the module was initially seen as confusing and the amount of work that students were required to do in their own time.

Reflecting over the evaluations the lessons learned from this are that facilitators need time in rethinking old models, a working knowledge of digital media, a confidence to let go of being the sage on the stage and exploring ways of encouraging students to be active learners.


learning and teaching, facilitation methods, blended learning, motivating students, flipped classroom

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DOI: https://doi.org/10.21100/compass.v8i12.267


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