Title

Flipping the Classroom

Document Type

Article

Publication Date

1-2014

Originally Published In

Teaching and Learning in Nursing

Volume Number

9

Issue Number

1

Page Numbers

43–46

Abstract

In most of the disciplines (especially those related to health care), teaching content and facts is no longer plausible. Content overload has become a common problem that administrators and faculty are dealing with at all levels of academia. To think that an allied health department could provide a student with every fact that they need to know before graduation is not even considered a possibility (Giddens & Brady, 2007).