Flipping the Classroom
Document Type
Article
Publication Date
1-1-2014
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).
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