2 Improving Sepsis Education Utilizing the Flipped Classroom Model Name Institution Course


Improving Sepsis Education Utilizing the Flipped Classroom Model



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Improving Sepsis Education Utilizing the Flipped Classroom Model

It has become more difficult for medical education to keep up with the rapid pace of social, economic, political, and technological development. Thanks to these reforms, teachers of medical science are now more prominent and complicated than they were before. Traditional methods of steering medical students toward development seem to be ineffective, as well, as it appears. Teachers use this strategy in the modern day to personalize their lessons to the students’ goals and circumstances and increase the quality of education for their students. Therefore, the use of novel teaching strategies is one of these strategies. Flipped classroom (FC) models, in particular, are recognized as one of the newer technologically-based teaching methods, even if they have created various challenges in education, notably for medical students (Lucardie & Busari, 2017).

Several studies have indicated that the FC is an effective educational tool for individualized learning, and it may even lead to high levels of student satisfaction. It is still possible that students are not having a good time, as seen by the detrimental effects of other educational methods. According to research in nursing education, there was a mismatch in the impacts of using the FC on student satisfaction, learning rate, and total grade point average (Badawi, 2021). According to current research, pedagogical models, even creative ones, cannot increase learning independently. Active learning and critical thinking should be encouraged via several approaches (Seibert, 2022). Combining two cutting-edge educational techniques may be able to make up for the flaws of each strategy on its own. One of the most effective positive pedagogical initiatives, according to this opinion, is the National Policy on Education (NPE). They believe their peers better understand what it takes to be a doctor than they do (Israilova, 2020). When students understand one other’s perspectives, they can learn from each other more effectively.

Long-term training solutions are needed to address the essential issue of patient safety (PS), one of the most pressing worldwide health challenges (Johnston et al., 2019). To improve attitudes and behaviors connected to PS, teaching strategies are needed. The NPE’s achievement in delivering PS education has been recognized by several groups, both publicly and privately (Nagler et al., 2017). Even though most studies have not looked at how well students retained what they learned from this sort of education, the results show that it can be beneficial in PS because it changes students’ attitudes about PS, which improves their odds of success in medical school.

Studies on medical students have shown that they get insufficient training to improve their ability to support the safety of patients. A few people have gone so far as to claim that they are unqualified due to the shift in education’s focus away from teaching. Medical science education, including nursing and midwifery, must be reworked to match contemporary requirements to educate the next generation of medical professionals (Sourinejad et al., 2021). According to research, new teaching methods are not generally accepted or popular and are not extensively adopted (Sourinejad et al., 2021). Due to this, educators employ various instructional strategies to overcome their limitations and shortcomings. For this reason, integrating two new teaching methodologies, each of which has its drawbacks, appears to be of the utmost importance given the important role cognitive learning plays for midwives and nurses in PS learning and the irreversible damage done by pupils’ incomplete knowledge of PS. Nursing and midwifery students at various institutions were studied in this study to see if NPE vs. conventional methods affected their retention of PS knowledge.

Flipped Classroom Technique

In 2007, two high school chemistry teachers, Jonathan Bergmann and Aaron Sams came up with the flipped classroom idea. Conventional schooling and learning methods are being challenged. Professors have traditionally lectured, and students have usually sat quietly in their chairs for most of the class to listen. In this strategy, students are given access to the class materials at home before class, and then they actively participate in collaborative learning. As students and teachers work together to achieve success in the flipped classroom, they take on a more active role in education.

As part of the pre-class component, students may read or view interactive and traditional films, watch pre-recorded lectures, do a puzzle or quiz, or listen to podcasts. Incorporating computer-assisted instruction (CAI) has improved this method. Students engage in various interactive activities in the classroom, including quizzes, games, and case studies (Israilova, 2020). Such exercises allow students to put what they have learned into practice, inspire discussion, and exchange ideas in group sessions. The whole procedure is geared around the needs of the student. There are several advantages to rearranging a class’s seating arrangement. Teachers have spent less time and effort preparing modules within the current year than last. Students will understand ideas better and retain information if the time is spent on interactive activities in the classroom. Furthermore, students may follow the course curriculum and prepare for class at their own pace and time that works for them. Students who cannot attend class may benefit from a pre-class video lecture. Student awareness of their learning style and knowledge improves, and reflection helps them connect with the subject matter.

Flipped classrooms have been tested and shown to be effective in various disciplines. Examples include psychiatric nursing, pediatric nurse training, pharmacology, and medical-surgical training in flipped classes. The study found that using a flipped-classroom approach helped students gain a deeper understanding of issues and improve their ability to apply what they had learned in the classroom to real-world situations; students were also more satisfied with this method (Israilova, 2020). Additionally, pupils’ performance on knowledge examinations improved due to materials being sent before classes and classroom activities being implemented. Flipped classrooms are effective in the literature, but there is not enough data to support the notion that pharmacology knowledge examinations are improved by using this method. The authors’ institutions are dedicated to fostering a classroom culture that promotes critical thinking and academic success. Strategy implementation for learning and teaching at the institution indicates that nursing courses are shifting from traditional to flipped teaching techniques (Telles-Langdon, 2020).

Technology in Flipped Classroom

In recent years, there has been a shift away from the conventional instructor-based lecture approach in higher education. Learning that is more actively engaged and focussed on the needs of the students is more likely to lead to success in the workforce and other life goals. As early as the 1990s, Bergmann and Sams began to advocate the flipped classroom as an engaging teaching method (Zawilinski et al., 2020). Findings from these two experiments led us to believe that flipping the classroom requires the understanding that many previously conducted activities in and out of the school are now taking place. In general terms, Bergmann and Sams define this approach as a strategy in which different tasks are relocated so that students may watch lectures on their own time beyond the classroom, as described by these authors (Zawilinski et al., 2020). Instead, students study on the school’s usual homework assignments, focusing on the areas of the curriculum they have the most trouble understanding. Relatively high thinking and active class participation are encouraged in the flipped classroom, which is a dynamic learning approach. According to the research, rethinking the teacher’s collaborative learning process is why (Telles-Langdon, 2020).

As well as this, the flexibility of instructional settings and their use of technology and human interaction are explored. Virtual resources like movies and self-created texts are used to convey information in this way. Through interactive activities like problem-solving and role-playing games, as well as conversations and collaborative work dynamics, students learn more successfully in a classroom setting than they do online (Zawilinski et al., 2020). A growing body of research demonstrates that flipping the classroom helps students understand the material taught (Israilova, 2020). In other words, it suggests that students who have already received the materials that the teacher has made accessible may utilize those materials to be ready for the next course topic they will cover. It means that students will benefit from flipped classrooms in terms of their comprehension (Zawilinski et al., 2020). The dynamic learning environment has been shown to boost the capacity of students to work in groups and their ability to study independently. In essence, flipped classrooms have the potential to develop students’ talents and skills directly and positively.

Nursing Pedagogical Practices

Effective pedagogical practices, which are strongly linked to the condition of the classroom environment, must also be shown by nursing school students who succeed academically. There is widespread lecture teaching in higher education, particularly prevalent in nursing schools. Furthermore, it has been repeatedly stated that the conventional lecture format is an inappropriate learning approach for modern nursing students and is not the optimal strategy for every student in teaching style and flexibility. Passive learning and low student engagement in a traditional classroom environment are likely to blame since these factors hinder students’ ability to acquire fundamental facts and develop a conceptual grasp of abstract ideas (Israilova, 2020). It is becoming more and more difficult to attain desired learning goals like clinical reasoning judgment when standard teaching methodologies are applied.

In the nursing curriculum, students are encouraged to participate in the learning process actively and collaborate with others in the classroom setting to implement educational interventions that foster active learning and evaluate their performance. The development of successful educational practices is guided by seven excellent practice principles (Vlachopoulos & Makri, 2019). The following are the guiding principles: Supports students and instructors to interact; (b) fosters reciprocity and collaboration among students; (c) offers timely feedback; (d) conveys high expectations; (e) recognizes varied abilities and methods of learning; (f) stresses time on assignments, and (g) inspires active learning. As this example shows, traditional classroom instruction seems to be at odds with the principles of high-quality undergraduate education. Conventional classroom instruction is not a good educational technique to encourage student engagement, cohesiveness, enjoyment, personalization, and task focus (Vlachopoulos & Makri, 2019).

Teaching methods that help students connect with their instructors, each other, and the material of their courses are emphasized in the literature (Vlachopoulos & Makri, 2019). It has been postulated and shown that active learning increases the breadth of information students acquire, improving their performance on standardized tests. New paths for operational, educational practices are now open thanks to advancements in internet technology, with consequences for how students learn and absorb material to the fullest. Students obtained access to and were educated on the subject before the technological boom by attending classes, listening to the lecturer, and writing notes on the board (passive learning). Technology is now commonly used to get a wide range of factual (and non-factual) information from the internet as part of day-to-day activities. According to experts, studies show that almost all university students prefer learning on the go using mobile devices like smartphones and iPads (Vlachopoulos & Makri, 2019).

The learning method has become more challenging for pupils in an era when technology is readily available to provide them with options for swiftly accumulating information. Electronic learning environments (e-learning) have impacted instructional materials design and delivery. Web-enhanced instruction (WEI), online learning, and blended learning were educational modalities presented by professionals in this session (Vlachopoulos & Makri, 2019). Using these platforms has been demonstrated to be successful in teaching adults. Composite learning strategies rely on an online learning platform that combines face-to-face class sessions with various interactive online learning activities, such as e-learning. Students and teachers may communicate with one another and with the instructor in this learning mode while also benefiting from incorporating new technologies into the online environment.

As a result of their involvement in diverse learning settings, students can study more effectively and obtain superior academic results (Vlachopoulos & Makri, 2019). It is feasible to shift learning from distant remembrance (passive learning) to the practical application of information by using this teaching technique (active learning). Researchers emphasized creating a learning environment that engages and accommodates adult learners in their results. Students connect previously learned facts with new information they have just learned (transfer learning). Another advantage is that it encourages students to take control of their education, allowing them to study in a way that suits them best. Students like the freedom, convenience, and involvement that this educational model offers, and higher education institutions consider it cost-effective (Vlachopoulos & Makri, 2019). To help students retain and improve their information, higher education must rethink how to give creative, customized, engaging, task-oriented, interactive, and tailored training.

Modern Flipped Classroom Pedagogy

Educators have developed the flipped classroom model, also known as the inverted classroom model, in response to a pressing educational demand for more adaptable, personalized, and student-centered approaches. An educational strategy that incorporates blended and flipped classrooms elements is known as “blended learning.” The flipped paradigm mimics the hybrid learning approach’s benefits in the following ways: Traditional lecture training may now be accessed in an online learning environment because of technology advancements (Kissi, 2017). It is also possible to minimize classroom content overload and encourage active and collaborative learning by relocating lecture instruction to the internet. The goal of having students use what they have learned online in the classroom is to help them better understand what they’re learning (SEZER et al., 2020). Participants’ grades may rise as a result of the program.

Teachers in math, science, technology, and chemistry are now more likely to use the flipped classroom approach (Kissi, 2017). Medicine, pharmacy, and nursing have also seen a rise in its use. The technique called for students to utilize planned class time to complete assignments normally given as homework in an active and collaborative learning environment, rather than doing them on their own time. Due to this, the flipped classroom model as an innovative and unusual instructional/pedagogical technique has received much attention in recent years in educational research blog posts, online news stories, websites, and informative pieces, especially in academic research.

An international professional learning network of 16,000 people seeking the best pedagogical advice on using the flipped classroom model effectively proves this phenomenon (Urfa, 2018). Students’ learning results were improved by developing a pedagogical method that may be used instead of traditional classroom instruction. Some experts believe that a varied set of nursing students should engage actively in the classroom (Urfa, 2018). Students who complete these courses will be prepared for entry-level positions in the nursing profession. The flipped classroom’s purpose and potential destiny are to enhance the delivery and design of instruction and ultimately increase student learning if paired with the innovative use of various educational technologies.

Modern Relevancy

The flipped classroom concept is becoming more popular as an operational instructional technique for 21st-century learners in higher education throughout the nation (Yulian, 2021). A new educational paradigm based on technology, the flipped classroom method, is gaining popularity. Traditional methods no longer guide students in the medical field. The authors claim that including a wide range of approaches may help students participate in critical thinking and active learning (Yulian, 2021). Authors declare that nursing and midwifery students lack the necessary abilities to ensure patient safety. Using non-traditional teaching approaches (NPE) in PS education is beneficial. According to the authors, the flipped classroom emphasizes active learning and student initiative. There are several advantages to rearranging a class’s seating arrangement.

Students’ understanding of subjects may be improved by using interactive activities in the classroom. The institution’s teaching and learning strategies shift from traditional to flipped-style techniques for delivering nursing courses (Yulian, 2021). A dynamic learning approach encourages higher-order thinking and active class participation in the flipped classroom. A new definition of the role of the instructor in the teaching-learning process is to blame, as shown by the research (Yulian, 2021). In other words, flipped classrooms are likely to help students enhance their academic performance and abilities. Nursing students must show effective instructional strategies to succeed academically. An emerging alternative to didactic training, flipped classroom pedagogy (FCP), resides at the intersection of numerous instructional technology and an active learning setting. Since it focuses on students rather than teachers, the flipped classroom concept may improve classroom instruction. According to the research, flipped pedagogy is an innovative and growing practice, although there is no specific definition (Yulian, 2021). Since there is not a single agreed-upon definition for what constitutes a “flipped classroom,” this pedagogical strategy is generally categorized by the model it follows.

Innovative researchers have operationalized this method to learning by moving it away from the traditional classroom and into students’ homes. A pupil becomes a learner rather than a passive participant in the process. Students will view lessons either in computer labs or at home, while homework tasks can be completed in classrooms, in groups, under this new paradigm. The paradigm has also been called “a rearrangement of current course activities” or “a rethink of higher education’s current teaching practices,” depending on who the individual asked (Yulian, 2021). The flip is not the method but rather how it is achieved. In essence, instead of being assigned homework, students must participate in classroom discussions or active learning activities. Assignments outside of class frequently use recorded and downloadable lectures to help students grasp course content (Bloomberg, 2022). In particular, lecturing in the traditional classroom can now be outsourced, freeing up class time for other activities that endorse active learning. Students should learn in multiple ways when using a flipped classroom.

Experts caution against relying solely on online instructional courses for teaching and learning. Rather, the combination of classroom activities is the most strategic component of this teaching approach’s success; the flipped model will be abused if teachers continue to offer lessons throughout class time, returning to a teacher-centered, passive classroom environment. They believe this will happen. The framework of this methodology should generate an active learning environment to encourage student participation with peers, professors, and, most crucially, the topic, rather than reducing the amount of content that students can acquire by inverting or flipping the classroom (Bloomberg, 2022). The approach emphasizes hands-on learning to make the most of students and teachers spend together. Engaging students is essential to raise their knowledge and improve their learning outcomes. That is why student-centered education and other theories of student involvement are at the heart of flipped instruction’s design: controlling classroom activities to foster active learning.

Nursing programs rely heavily on lecture-based learning. Nursing educators have a growing consensus that the traditional lecture format is ineffective for teaching today’s nursing students. The objectives of a good undergraduate education do not seem to be compatible with standard teaching methods. Experts weigh in on integrating technology into the classroom to better serve students. Adult learners have found success with Web-enhanced instruction (WEI), online learning, and blended learning (Bloomberg, 2022). A successful teaching technique combines in-person class sessions with online learning activities that students may engage with. The flipped classroom extends the blended learning technique in educational strategy. Thanks to technological advancements, students may now access course material through an online learning environment. Flipped classrooms are becoming popular in math, science, technology, and chemistry. Flipped classrooms have been a popular operational and instructional method in recent years. As an alternative to traditional classroom instruction, the pedagogical approach was created. The flipped classroom’s purpose and potential destiny boost student learning if used with innovative educational technologies.


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