Perception of students on the implementation of the inverted classroom model in the component of practice in critical care

The competencies that nursing professionals must develop include, among others, the development of critical, reflective, and proactive thinking. In addition, you must be able to intervene in the care of the human health experience with commitment and responsibility. OBJECTIVE: To know the perceptions of students on the implementation of the inverted classroom model in the nursing practice component in critical care. METHODOLOGY: Descriptive qualitative approach study with content analysis based on inductive categorization. Seventy participants, nursing students who were in critical care nursing practice, were included, the information was collected through a written questionnaire. RESULTS: Three categories emerged: 1. Understanding an academic strength that is put into practice and being focused on what I need to continue learning, 2. Autonomy in learning, an instrument to overcome fears. 3. Build safety and communication channels with the patient and family. CONCLUSIONS: The inverted classroom methodology allowed students to focus on gaps in specific knowledge competencies for patient care in the context of critical care. On the other hand, it is found that this methodology hinders the strengthening of the being's competencies