Abstract
Background: Registered nurses in clinical practice have been managing increased patient acuity and caring for patients with increased levels of disability more than ever before. It is imperative for nursing educators to structure curricula to assist nursing students in high-order decision-making skills for graduate nurses to think independently while recognizing and analyzing cues in clinical practice to improve patient outcomes. The evidence from nursing literature has shown active learning strategies, such as having a flipped classroom, aid in developing critical thinking. However, little is known about flipped classroom teaching methodology and its effects on the development of critical thinking skills from the perspective of nurse faculty. Aim: The purpose of this study was to explore how nursing faculty implement flipped classroom methodology and faculty perceptions of the challenges and catalysts to evaluate critical thinking development in the flipped classroom. Method: A qualitative descriptive approach was used to explore the experience of flipped classroom methodology and development of critical thinking skills through the lens of the nursing faculty member. The data were collected through one-to-one semistructured interviews. The primary investigator analyzed the data using thematic analysis. Results: Four main themes were identified: Ensuring content delivery meets content application; Time consideration; Student buy in, which can be a barrier to implementation; and Fostering critical thinking development in the classroom. Conclusion: Nursing faculty describe student buy-in, time to design coursework, and resource sharing among faculty where key elements to the successful implementation of a flipped classroom. Participants reported a positive effect on critical thinking within the flipped classroom learning environment, but lacked formal evaluation data to support this idea. Standardized assessment of critical thinking development is needed to support the use of the flipped classroom pedagogy in nursing curriculum.