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ACE.C (Advancing Care Excellence for Caregivers)

ACE.D (Advancing Care Excellence for Persons with Disabilities)

ACE.P (Advancing Care Excellence for Pediatrics)

ACE.S (Advancing Care Excellence for Seniors)

ACE.V (Advancing Care Excellence for Veterans)

ACE.Z (Advancing Care Excellence for Alzheimer's Patients and Caregivers)

Coaching for Excellence in Nursing

​ Fair Testing Guidelines (PDF)

Hallmarks of Excellence

Interprofessional Education (IPE)

NLN Reflections & Dialogue

NLN Vision Series (formerly Position Statements)

Practical Nursing Curriculum Resources

Simulation Innovation Resource Center (SIRC)

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ACE.C (Advancing Care Excellence for Caregivers) ACE.D (Advancing Care Excellence for Persons with Disabilities) ACE.P (Advancing Care Excellence for Pediatrics) ACE.S (Advancing Care Excellence for Seniors) ACE.V (Advancing Care Excellence for Veterans) ACE.Z (Advancing Care Excellence for Alzheimer's Patients and Caregivers) Coaching for Excellence in Nursing ​ Fair Testing Guidelines (PDF) Hallmarks of Excellence Interprofessional Education (IPE) NLN Reflections & Dialogue NLN Vision Series (formerly Position Statements) Practical Nursing Curriculum Resources Simulation Innovation Resource Center (SIRC)

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professional pathways in nursing: options to seek

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Transitioning From Nursing Practice to a Teaching Role

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Teachback Strategy

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Bondy Scale

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Best Note Taking App - Organize Your Notes with Evernote

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Our note taking app helps you capture and prioritize ideas, projects and to-do lists, so nothing falls through the cracks. Start your free trial today!

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Diagnosis Wenckebach

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A spoof of Justin Timberlake's "Sexyback" done by the University of Alberta 2010 Med class. Wenckebach is a type of cardiac arrhythmia.

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Fundamentals of Nursing Co-Author Barbara L. Yoost, MSN, RN, CNS, CNE, ANEF shares ten ideas for infusing active learning into your classroom lessons.

1. Patient Teaching Pamphlets
Create a sample patient that has an illness or injury related to what you're currently covering in class. Then ask each student to develop an educational pamphlet, flyer, or mini brochure for that patient. Make sure students cover all the necessary information in their pamphlet such as: risk factors, signs and symptoms, when to call the primary care provider, treatments, prevention strategies, and online and community resources for further information. Encourage students to be creative with the design and writing of the piece to make the information engaging and understandable for the patient.

2. Ace® Wrap Relays
Divide the class into teams (2-4 teams depending on size of classroom and number of available patient mannequins or body parts). In the relay, each member of a team takes a turn at wrapping and unwrapping a specific body part of a "patient". The actual ace bandage serves as the baton as it is handed from one team member to the next. The team that finishes all of their wrappings effectively in the fastest amount of time wins. You may decide to have each student complete their bandage wrapping on the same body part for the same problem (e.g. every student performs a wrap on an amputation below the knee), or you can vary the body parts, problems, and wrap style depending on the relay round (e.g. student 1 from each team does a figure 8 wrap on a right leg with edema, student 2 does a spiral wrap on a sprained left ankle, and so on). For an extra challenge, have each student assess the wrapped extremity for circulation, sensation, and movement. You can even have students document their care electronically before moving on.

3. NCLEX Exam Authors
Break students into pairs and have them write ten different NCLEX exam-style questions on a specific nursing concept or class topic. Make sure students include a variety of wrong responses along with the correct answer. Then have students present their questions and response options. After classmates vote on which answer is correct, have the presenting pair reveal the correct answer and explain their rationales for both the right and wrong responses.

4. O2 Bingo
Introduce your class to O2 Bingo by creating bingo boards with oxygenation terms (think oximetry, CPAP, hypoxia, etc.). Then ask students questions and have them mark the answer on their boards. The bingo game can also be developed to cover a variety of different nursing concepts and related exemplars. For a creative end-of-the-year review idea, have each of your students develop their own bingo cards and questions surrounding a specific nursing concept. Then have the entire class play a round of bingo to review the concept.

5. Medication Commercials
Divide students into groups of two or three and have them write and perform medication commercials. You can have the entire class cover the same medication or have each group cover something different. After each group performs their commercial, have the class compare and discuss what they experience in the clinical area versus what they read about in research.

6. Unfolding Case Studies
Bring the subject to the center of your classroom by incorporating unfolding case studies into your lesson. Start off by providing basic assessment data on a patient. As class progresses, continue to reveal more information about that patient and their disease/disorder. Make sure students have their smartphones, tablets or laptops on hand to reference medication, diagnostic testing, and care planning point-of-care software.

7. Reading Reflections
Assign a particular section of the text to read for homework. Then at the beginning of the next class, have students write down: 1.) three things they learned from the reading, 2.) one way that learning might affect them in clinical practice, and 3.) one question they hope to have answered today in class. Have students hand in their written reflections, and then discuss the various takeaways as a class. Ask students to help answer their classmates' questions from the reading. This short exercise is a great way to ensure students complete the assigned reading ahead of time.

8. The Sensory Deprivation Experience
When covering nursing concepts such as functional ability or sensory perception, have students take turns experiencing the blind or deaf patient's point of view during simulation or a classroom activity by having the student wear a blindfold or earplugs respectively. Afterwards, have students discuss what they felt and learned from their sensory deprivation.

9. Name That Personal Care Item
Use this identification game to familiarize fundamentals students with the patient care items they will frequently encounter on the job. Start by collecting a variety of personal care items, such as a fracture pan, regular bed pan, catheter, etc., and set them on a table. Give each item a number and hold them up one item at a time. Then have students write down what they think the item is. This game can be used in place of a quiz where students individually write down the answers on a piece of paper to hand in. Or for an interactive review, divide the class into four teams and carry out the activity as if it were a round in a game show (first team to ring the bell gets to guess, and so on).

10. Clinical to Classroom
Each week, assign one student to write a case study based anonymously on a former clinical patient whose diagnoses relate to concepts being covered in readings and class. Have the student present his/her case study. Then allow classmates time to discuss their possible answers to the questions provided in the case study. Finally, have the author lead a discussion about the clinical patient case study and provide the "correct answers" that the authoring student prepared from required class readings, preparatory research, and his/her actual clinical experience with the patient. These can be submitted to you prior to class for review and you can then post it on the course website for all students to download prior to class.

For more resources on active learning and flipping your classroom click here.

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10 Active Learning Exercises to Engage Students | Elsevier Evolve

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Fundamentals of Nursing Co-Author Barbara L. Yoost, MSN, RN, CNS, CNE, ANEF shares ten ideas for infusing active learning into your classroom lessons. Patient Teaching Pamphlets Create a sample patient that has an illness or injury related to what you're currently covering in class.

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If you have a question related to your acute or critical care nursing practice, AACN has the resources to help. AACN has a variety of mechanisms for you to find the answers to your clinical questions.

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professional pathways in nursing: options to seek

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Transitioning From Nursing Practice to a Teaching Role

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Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

"Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and (Mazur, 2009); In essence, "flipping the classroom" means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

In terms of Bloom's revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which "first exposure" occurs via lecture in class, with students assimilating knowledge through homework; thus the term "flipped classroom."

What is it?

Flipped Classroom

The flipped classroom approach has been used for years in some disciplines, notably within the humanities. Barbara Walvoord and Virginia Johnson Anderson promoted the use of this approach in their book Effective Grading (1998). They propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class.

To ensure that students do the preparation necessary for productive class time, Walvoord and Anderson propose an assignment-based model in which students produce work (writing, problems, etc.) prior to class. The students receive productive feedback through the processing activities that occur during class, reducing the need for the instructor to provide extensive written feedback on the students' work. Walvoord and Anderson describe examples of how this approach has been implemented in history, physics, and biology classes, suggesting its broad applicability.

Inverted Classroom

Maureen Lage, Glenn Platt, and Michael Treglia described a similar approach as the inverted classroom, and reported its application in an introductory economics course in 2000. Lage, Platt, and Treglia initiated their experiment in response to the observation that the traditional lecture format is incompatible with some learning styles. ¹ To make their course more compatible with their students' varied learning styles, they designed an inverted classroom in which they provided students with a variety of tools to gain first exposure to material outside of class: textbook readings, lecture videos, Powerpoint presentations with voice-over, and printable Powerpoint slides.

To help ensure student preparation for class, students were expected to complete worksheets that were periodically but randomly collected and graded. Class time was then spent on activities that encouraged students to process and apply economics principles, ranging from mini-lectures in response to student questions to economic experiments to small group discussions of application problems. Both student and instructor response to the approach was positive, with instructors noting that students appeared more motivated than when the course was taught in a traditional format.

Peer Instruction

Eric Mazur and Catherine Crouch describe a modified form of the flipped classroom that they term peer instruction (2001). Like the approaches described by Walvoord and Anderson and Lage, Platt, and Treglia, the peer instruction (PI) model requires that students gain first exposure prior to class, and uses assignments (in this case, quizzes) to help ensure that students come to class prepared. Class time is structured around alternating mini-lectures and conceptual questions. Importantly, the conceptual questions are not posed informally and answered by student volunteers as in traditional lectures; instead, all students must answer the conceptual question, often via "clickers", or handheld personal response systems, that allow students to answer anonymously and that allow the instructor to see (and display) the class data immediately. If a large fraction of the class (usually between 30 and 65%) answers incorrectly, then students reconsider the question in small groups while instructors circulate to promote productive discussions. After discussion, students answer the conceptual question again. The instructor provides feedback, explaining the correct answer and following up with related questions if appropriate. The cycle is then repeated with another topic, with each cycle typically taking 13-15 minutes.

Does it work?

Mazur and colleagues have published results suggesting that the PI method results in significant learning gains when compared to traditional instruction (2001). In 1998, Richard Hake gathered data on 2084 students in 14 introductory physics courses taught by traditional methods (defined by the instructor as relying primarily on passive student lectures and algorithmic problem exams), allowing him to define an average gain for students in such courses using pre/post-test data. Hake then compared these results to those seen with interactive engagement methods, defined as "heads-on (always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors" (Hake p. 65) for 4458 students in 48 courses. He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses (0.48 +/- 0.14 vs. 0.23 +/- 0.04). Assessment of classes taught by the PI method provides evidence of even greater learning gains, with students in PI courses exhibiting learning gains ranging from 0.49 to 0.74 over eight years of assessment at Harvard University (Crouch and Mazur, 2001). Interestingly, two introductory physics classes taught by traditional methods during the assessment period at Harvard show much lower learning gains (0.25 in a calculus-based course in 1990 and 0.40 in an algebra-based course in 1999).

Carl Wieman and colleagues have also published evidence that flipping the classroom can produce significant learning gains (Deslauriers et al., 2011). Wieman and colleagues compared two sections of a large-enrollment physics class. The classes were both taught via interactive lecture methods for the majority of the semester and showed no significant differences prior to the experiment. During the twelfth week of the semester, one section was "flipped," with first exposure to new material occurring prior to class via reading assignments and quizzes, and class time devoted to small group discussion of clicker questions and questions that required written responses. Although class discussion was supported by targeted instructor feedback, no formal lecture was included in the experimental group. The control section was encouraged to read the same assignments prior to class and answered most of the same clicker questions for summative assessment but were not intentionally engaged in active learning exercises during class. During the experiment, student engagement increased in the experimental section (from 45 +/- 5% to 85 +/- 5% as assessed by four trained observers) but did not change in the control section. At the end of the experimental week, students completed a multiple choice test, resulting in an average score of 41 +/- 1% in the control classroom and 74 +/- 1% in the "flipped" classroom, with an effect size of 2.5 standard deviations. Although the authors did not address retention of the gains over time, this dramatic increase in student learning supports the use of the flipped classroom model.

Theoretical basis

How People Learn, the seminal work from John Bransford, Ann Brown, and Rodney Cocking, reports three key findings about the science of learning, two of which help explain the success of the flipped classroom. Bransford and colleagues assert that

"To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application" (p. 16).

By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use. Furthermore, the immediate feedback that occurs in the flipped classroom also helps students recognize and think about their own growing understanding, thereby supporting Bransford and colleagues' third major conclusion:

"A 'metacognitive' approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them" (p. 18).

Although students' thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.

What are the key elements of the flipped classroom?

1. Provide an opportunity for students to gain first exposure prior to class.

The mechanism used for first exposure can vary, from simple textbook readings to lecture videos to podcasts or screencasts. For example, Grand Valley State University math professor Robert Talbert provides screencasts on class topics on his YouTube channel, while Vanderbilt computer science professor Doug Fisher provides his students video lectures prior to class (see an example here). These videos can be created by the instructor or found online from YouTube, the Khan Academy, MIT's OpenCourseWare, Coursera, or other similar sources. The pre-class exposure doesn't have to be high-tech, however; in the Deslauriers, Schelew, and Wieman study described above, students simply completed pre-class reading assignments.

2. Provide an incentive for students to prepare for class.

In all the examples cited above, students completed a task associated with their preparation....and that task was associated with points. The assignment can vary; the examples above used tasks that ranged from online quizzes to worksheets to short writing assignments, but in each case the task provided an incentive for students to come to class prepared by speaking the common language of undergraduates: points. In many cases, grading for completion rather than effort can be sufficient, particularly if class activities will provide students with the kind of feedback that grading for accuracy usually provides.

3. Provide a mechanism to assess student understanding.

The pre-class assignments that students complete as evidence of their preparation can also help both the instructor and the student assess understanding. Pre-class online quizzes can allow the instructor to practice Just-in-Time Teaching (JiTT; Novak et al., 1999), which basically means that the instructor tailors class activities to focus on the elements with which students are struggling. If automatically graded, the quizzes can also help students pinpoint areas where they need help. Pre-class worksheets can also help focus student attention on areas with which they're struggling, and can be a departure point for class activities, while pre-class writing assignments help students clarify their thinking about a subject, thereby producing richer in-class discussions. Importantly, much of the feedback students need is provided in class, reducing the need for instructors to provide extensive commentary outside of class (Walvoord and Anderson, 1998). In addition, many of the activities used during class time (e.g., clicker questions or debates) can serve as informal checks of student understanding.

4. Provide in-class activities that focus on higher level cognitive activities.

If the students gained basic knowledge outside of class, then they need to spend class time to promote deeper learning. Again, the activity will depend on the learning goals of the class and the culture of the discipline. For example, Lage, Platt, and Treglia described experiments students did in class to illustrate economic principles (2000), while Mazur and colleagues focused on student discussion of conceptual "clicker" questions and quantitative problems focused on physical principles (2001). In other contexts, students may spend time in class engaged in debates, data analysis, or synthesis activities. The key is that students are using class time to deepen their understanding and increase their skills at using their new knowledge.

Where can I learn more?

CFT Director Derek Bruff has a good blog post on flipping the classroom with some great embedded references. Find it here: http://derekbruff.org/?p=901.

References

Berrett D (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012.

Anderson LW and Krathwohl D (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. New York: Longman.

Bransford JD, Brown AL, and Cocking RR (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Crouch CH and Mazur E (2001). Peer instruction: Ten years of experience and results. American Journal of Physics 69: 970-977.

DesLauriers L, Schelew E, and Wieman C (2011). Improved learning in a large-enrollment physics class. Science 332: 862-864.

Fitzpatrick M (2012). Classroom lectures go digital. The New York Times, June 24, 2012.

Hake R (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66: 64-74.

Lage MJ, Platt GJ, and Treglia M (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education 31: 30-43.

Mazur E (2009). Farewell, Lecture? Science 323: 50-51.

Novak G, Patterson ET, Gavrin AD, and Christian W (1999). Just-in-Time Teaching: Blending Active Learning with Web Technology. Upper Saddle River, NJ: Prentice Hall.

Pashler H, McDaniel M, Rohrer D, and Bjork R (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9: 103-119.

Walvoord BE, and Anderson VJ (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
Footnote:
¹ Although there is widespread belief that matching students' preferred "learning styles" to instructional formats promotes learning, a 2008 review by Pashler and colleagues finds no evidence that this strategy promotes learning.
Cite this guide:
Brame, C., (2013). Flipping the classroom. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. "Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle...

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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Voki | Speaking Characters For Education

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Voki is a fun tool that students can use for homework, classwork or projects. Customize their appearance and what they say, and share with others!

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

The Super Nurse and Word Guess games have been developed in HTML5. Therefore, the latest browser versions of Internet Explorer (IE10/11), Firefox, Chrome or Safari need to be used. These games can also be played on most mobile devices.

We have enhanced the games software to produce a Report that you can print out and keep for your records, or to hand in for assignments. For statistical and research purposes, the game results are now being tracked and recorded.

Click on a Title below to open up a specific nursing educational game in a new window. If you find the audio annoying or distracting, click the Mute button on your computer. Enjoy!

1. Nursing Games - Super Nurse Series

1.27 Drug Dosage Calculations I - This game tests your knowledge of the metric system and how to accurately make conversions between the various units. ( 15 items selected from 50 questions).

1.28 Drug Dosage Calculations II - Test and refresh you knowledge and skills about how to calculate the correct tablet medication dosages. ( 15 items selected from 50 questions).

1.29 Drug Dosage Calculations III- This game is designed to assess and review your knowledge and skills in calculating the correct fluid medication dosages. ( 15 items selected from 50 questions).

1.30 Drug Dosage Calculations IV - Test and refresh your knowledge and skills in calculating the correct dosages for medication administration by injection. ( 15 items selected from 50 questions).

1.31 Drug Dosage Calculations V - This game assesses your knowledge and skills in calculating the correct intravenous (IV) dosages, flow rates and administration times. ( 15 items selected from 50 questions).

2. Nursing Games - Word Guess Series

2.45 Pediatric Disorders I - Test your knowledge of the names of disorders related to child development, vision, hearing, blood, respiratory system and nervous system in pediatric patients. (1 5 items drawn from a pool of 45 questions).

These Drag and Drop games were developed using Articulate's StoryLine 3 software. For best viewing of these SL3 games on Apple's iPhone and iPad, download and install the FREE Articulate from the iTunes Store. If you are using an Android tablet or phone, download and install the FREE Articulate Android Player App from Google Play.

3.2 Blood Tests I - See how well you know the indications / applications of 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.3 Blood Tests II - Test and refresh your knowledge of the indications / applications of another 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.4 Cancer Symptoms - Try this funky nursing game to see how well you know the signs and symptoms of 12 different types of common cancers. ( 24 questions).

3.5 Diagnostic Tests I - Try this game to see how well you know the indications / applications of 45 electrodiagnostic, endoscopic and nuclear diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.6 Diagnostic Tests II - Another game to see how well you know the indications / applications of 45 manometric, ultrasound and x-ray diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.10 Infectious Diseases - See how well you know the causes (bacteria, virus, fungi, parasites or protozoa) of these infectious diseases. ( 48 questions).

3.18 Oral Dosages - Another game about calculating the correct dosages for medications administered orally using solutions, suspensions, mixtures and syrups. ( 15 questions randomly selected from 35 items).

3.21 Pressure Ulcer Terms II - Another game to review the terminology used in the assessment, prevention and treatment of pressure ulcers / bedsores. ( 20 questions chosen from 70 items).

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

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For Remote or In-Person Classrooms

Factile is a free learning platform that lets teachers create engaging jeopardy-style quiz games for the remote or in-person classroom

Assess students' understanding of new topics or review the latest concepts using our simple, user-friendly gameboard template. Create and share your games with students, or search our database of already-created games. Use Factile with Google Classroom to easily assign games and flashcards to your class.
Play Demo Game

Four Team Review Games
Play in classroom or remote with Buzzer Mode

Two Individual Study Games
Self-paced learning in classroom or remote

Buzzer Mode

Buzzer Mode

Turn phones, tablets or computers into buzzer buttons for an engaging multi-player gameshow experience

"Factile is fun and exciting. Students enjoy the competition, the team-building, the camaradarie, the positive reinforcement, or all of the above. The standard, free version is very workable and click-driven, although I am sure the premium version contains greater functionality that may appeal to some folks. Your students will enjoy it as much as you enjoy watching them learn"

Bruce DuBoff AASL Best Websites for Teaching and Learning Committee Member

See more reviews

Are you looking to make your Factile game even more engaging? Let students BUZZ IN via their laptops, phones or tablets! Remote or In-Classroom.

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For Remote or In-Person Classrooms

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Classroom Jeopardy Review Game | Buzzer Mode | Factile

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Create your own Jeopardy template online without PowerPoint, or browse the pre-made templates to play Jeopardy-style classroom games or quizzes in minutes.

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Online Puzzlemaker | Create Your Own Puzzle | Discovery Education Puzzlemaker

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Discovery Education's Puzzlemaker provides teachers, students, and parents, the tools necessary to create crossword, puzzles, word search puzzles, mazes and more online!

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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The below 'Bloom's Taxonomy Verbs' chart is published under Creative Commons. Feel free to share on your own blog, school site or social network.
Over sixty years ago, our dear friend Benjamin Bloom chaired the committee of educators responsible for delivering what we all know today as Bloom's Taxonomy (a bit rich naming it after himself, but it does have a more catchy ring than Krathwohl's Taxonomy). As a key foundation to many modern teaching philosophies, learning methodologies and real-world games, Bloom's Taxonomy gives a theoretical progression to help classify learning objectives.

While this theoretical model is the backbone for many of our education systems and learning games, turning the theory it into real classroom tasks requires a more practical slant on the taxonomy. In an effort to turn a high level taxonomy into meaningful classroom learning experiences a number of educators have translated each definition into a set of actionable Bloom's Taxonomy verbs. The below chart visualizes each level of the taxonomy, offering verbs that can be used to traverse a wide range of thinking skills and provide hands-on ideas and inspiration for practical classroom activities.

Bloom's Taxonomy Verbs

Bloom's Taxonomy Verbs by Fractus Learning is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Using and viewing the chart

For viewing and uploading to your own blog, site or social network, we recommend using the full size image (right click and save).

For printing or displaying on larger screens, we recommend downloading the hi-res image (right click and save).

Links and additional Bloom's Taxonomy material

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Bloom's Taxonomy Verbs - Free Classroom Chart

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The below 'Bloom's Taxonomy Verbs' chart is published under Creative Commons. Feel free to share on your own blog, school site or social network. Over sixty years ago, our dear friend Benjamin Bloom chaired the committee of educators responsible for delivering what we all know today as Bloom's Taxonomy (a bit rich naming it after himself, but it does have a more catchy ring than Krathwohl's Taxonomy).

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Bloom's Taxonomy for 21st Century Learning

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Resources for using Bloom's Revised Taxonomy for 21st Century Learning

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Reflective practice occurs when teachers step back and evaluate the learning environment. The teacher looks at himself or herself. They ask, "How can this be better?" They identify what went right or wrong. It occurs both during the learning events and after.

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Reflective practice occurs when teachers step back and evaluate the learning environment. The teacher looks at himself or herself. They ask, "How can this be better?" They identify what went right or wrong. It occurs both during the learning events and after.

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ThingLink: Create unique experiences with interactive images, videos & 360° media

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Easily create interactive and immersive visual experiences for online communication and learning. Start a free trial!

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Ways to help with med calculations in a clinical or classroom setting

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Each link below, describing the calculator, will take you to that calculator's web page. To work these calculators, everything above the "solve" button is for you to fill in. The answer(s) will be shown below the "solve" button. Friendly alerts will appear if you leave a box blank or type in something wrong.

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Examples of fundamental skills

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FUNDAMENTALS of NURSING SKILLS, Potter-Perry, 5th Ed - YouTube

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Student outcomes in concept-based teaching

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Developing Your Career as a Nurse Educator The Professional Portfolio(1)

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Resources for Nurse Educators (1): Strategies to Enhance Critical Thinking

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the following are a list of valuable resources for the nurse educator that i have compiled over the years. these should be of immense help to you in the classroom or clinical area. enjoy! nln

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The Learning Nurse is an independent, free and safe learning resource for nurses at all levels to assess, develop and enhance their nursing professional competence.

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Technology tools for classroom/online use

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Our screen capture tools help you easily create, edit and communicate with videos and images. Simple and intuitive tools to share your ideas.

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Cal Poly University Professor and founder and CEO of Mentorship Academy

ScreenPal's user-friendly interface and seamless integration into our existing teaching methods made it an obvious choice. From day one, it was clear that ScreenPal was not just another tech tool; it was a catalyst for active learning and collaboration.

Technology Integration and Innovation Coordinator, Arlington ISD

We use ScreenPal internally to create and manage all of the videos we share with educators. ScreenPal makes it easy to create videos with a consistent, branded look and feel, and then to share all of those videos from a central repository.

Chief Program Officer, The Modern Classrooms Project

Join millions of people communicating through video.

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At ScreenPal, we don't believe that video recording and editing should be difficult, or cost a fortune. Our simple and intuitive tools help you get the job done easily.

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Evidence Based Nursing

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Evidence-Based Nursing systematically searches a wide range of international medical journals applying strict criteria for the validity of research and relevance to best nursing practice. Content is critically appraised then the most relevant articles are summarised into a succinct expert commentary focusing on the papers key findings and implications for clinical practice.

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VitalSims | Accelerated Learning Simulations

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We help students and clinicians learn better, and a better trained workforce leads to improved patient outcomes and reduced costs of care. By allowing the user to play the role of a practitioner in a simulated environment, we can assess and validate clinical competency and decision-making in real time while giving immediate feedback to the user.

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The National Council of State Boards of Nursing (NCSBN) has educational resources for nursing instructors to help them prepare students for their future careers.

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Essentials of Baccalaureate Nursing Education

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Essentials of Baccalaureate Nursing Education