Flipped Clinical Teaching: Battling COVID-19 With Creative and Active Pedagogy

Background: During the onset of the coronavirus disease 2019 global pandemic, Schools of Nursing transitioned from the traditional clinical teaching and learning experiences to synchronous online learning. Method: As part of the Capstone experience in the second-degree, final semester course, students selected one clinical specialty area. Four full-time clinical faculty and five adjunct clinical instructors collaborated in flipped clinical lesson plans 3 weeks prior to the start of the semester. The lesson plan included three components: preconference, active learning, and postconference. Student evaluation of the experience was another critical component. Results: The student evaluation surveys supported that 95% of the respondents identified that the flipped clinical experience was a successful methodology to reinforce clinical concepts. Conclusion: The flipped clinical learning approach showed promise as an effective way to provide remote clinical instruction for students during public health emergencies, when shortage of clinical sites arise, or as a replacement for missed clinical hours. [ J Nurs Educ . 2021;60(9):534–537.]