LAUSR

T heflippedclassroominstructionalstrategyconsists of course content delivered outside the classroom and class time used for application of content through active learning strategies. The promise of highly engaged students who successfully achieve or exceed the course learning outcomes makes the flipped classroommodel appealing to nurse educatorswho consistently deal with content-heavy curricula. However, challenges related to workload during all phases of preparation and implementation of flipping a class may create barriers for faculty in using this method. Frequent challenges include (a) requirements for a comprehensive and detailed orientation to decrease anxiety and increase student buy-in with active learning methods, (b) increased course preparation time and workload issues related to all phases of the course, (c) increased technical support needs related to online materials, and (d) measurement that is consistent with the phases of the flipped classroom. Althoughthe flippedmodelhasbeendescribedinavarietyofprelicensurenursingcoursesandgraduatenursing courses, there is little in the literature about the experiencesof flippingmultiplenursingcoursesandspecific challenges experienced. The transition to the flippedmodel is not always smooth for faculty or students and may be thoughtof asmany somersaults, rather thana single somersault, to arrive at a final flipped version of the classroom. The purpose of this article is to describe the challenges of transitioningamedical-surgical courseandapathophysiology course in a prelicensure face-to-face BSN program.