“Flipping” a first-year medical–surgical associate degree registered nursing course: A 2-year pilot study

This study piloted a flipped learning model using podcasts and PowerPoints posted on-line before class and active learning experiences facilitated during class in a medical–surgical registered nursing course taught for 2 classes. Surveys and end-of-course evaluations obtained feedback from first-year associate degree nursing students. Overall responses in the surveys and end-of-course evaluations were positive. The flipped learning model may promote student preparation for class, allow students to apply their learning in class, and enhance student learning.