Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students

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dc.authoridAKSOY, Berna/0000-0003-1796-7819
dc.authoridPASLI GURDOGAN, Eylem/0000-0003-0711-2112
dc.contributor.authorAksoy, Berna
dc.contributor.authorGurdogan, Eylem Pasli
dc.date.accessioned2024-06-12T11:00:08Z
dc.date.available2024-06-12T11:00:08Z
dc.date.issued2022
dc.departmentTrakya Üniversitesien_US
dc.description.abstractAim In nursing education, innovative approaches are crucial to enhancing students' competence and preparing them to respond to the complex healthcare needs of society. The aim of the current study was to compare the efficacy of the flipped classroom and traditional educational approaches on the acquisition of urinary system knowledge and skill level, and on the motivation and learning strategies of first-year nursing students. Methods This study was implemented with a single blind and randomized controlled design in the nursing department of a university's faculty of health sciences between December 2018 and December 2019, with 94 first-year undergraduate nursing students (47 in the experimental group adopting a flipped classroom approach, 47 students in the traditional approach control group). The study was conducted over pre-test and posttest phases for both groups. Results The experimental group had higher mean scores than the controls in intrinsic goal orientation, task value, self-efficacy, rehearsal, elaboration, and organization and effort regulation, but lower scores in test anxiety (p < 0.001). The theoretical and skill exam scores of the experimental group were higher than those of the control group (p < 0.001). Conclusion The flipped classroom approach was effective for improving urinary system knowledge and skill level, and for the motivation and learning strategies of nursing students. This innovative education approach can be recommended as a student-centered method in nursing education for teaching theoretical knowledge and evidence-based practices.en_US
dc.description.sponsorshipTrakya Universitesi [2019-120]en_US
dc.description.sponsorshipTrakya Universitesi, Grant/Award Number: 2019-120en_US
dc.identifier.doi10.1111/jjns.12469
dc.identifier.issn1742-7932
dc.identifier.issn1742-7924
dc.identifier.issue2en_US
dc.identifier.pmid34984830en_US
dc.identifier.scopus2-s2.0-85122239367en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1111/jjns.12469
dc.identifier.urihttps://hdl.handle.net/20.500.14551/20694
dc.identifier.volume19en_US
dc.identifier.wosWOS:000738343400001en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofJapan Journal Of Nursing Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEducationen_US
dc.subjectFlipped Classroomen_US
dc.subjectLearning Strategiesen_US
dc.subjectKnowledgeen_US
dc.subjectMotivationen_US
dc.subjectNursingen_US
dc.subjectSkillen_US
dc.subjectTeaching Strategiesen_US
dc.subjectEducationen_US
dc.subjectTechnologyen_US
dc.subjectModelsen_US
dc.titleExamining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing studentsen_US
dc.typeArticleen_US

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