Abstract
Embedding critical thinking into classroom activities must be deliberate to improve clinical judgment and decision-making. During a vital signs learning module, a flipped classroom active learning experience was created to mimic nursing rounds, SBAR (Situation, Background, Assessment, Recommendation) report,1 and critical thinking. Students were asked to listen to a recorded lecture prior to class. For the in-class activity, 5 mock patients were developed by the instructor. Pictures of mock patients with room number, age, diagnosis, history of present illness, and most recent vital signs were placed on the wall in SBAR format around the classroom. Students were placed into teams and asked to visit each patient. Each team was encouraged to review the SBAR report, critically evaluate the vital signs for any abnormalities, and discuss their thoughts. Students were asked 4 questions: (1) Which vital signs are abnormal? (2) Explain your thoughts on why this is happening? (3) List your concerns and assessment questions you want to ask the patient? (4) What is your plan of action? Following rounds, each group had an opportunity to share, discuss, and debate with the entire class. This activity allowed students to apply the knowledge gained to simulated real-world patients. By working in groups, students were able to evaluate and strengthen their own clinical judgment while actively analyzing the other group member's thoughts. In addition, the classroom instructor modeled reflective exploration of responses during open classroom discussion. Feedback from the students was positive and suggested the activity was more useful to learning than lecture alone.