Abstract
Abstract: Exam scores, final grade averages, and course evaluations were compared for traditional lecture and flipped classroom models in two undergraduate nursing courses. Half of the exam score averages were higher for the flipped model. Although most course evaluations indicated an insignificant preference for the traditional lecture model, students perceived several advantages of the flipped model, including enhanced instructor-student interactions, improved preparation, and increased learning. Perceived disadvantages were minor and usually included technical problems and preparation time.