The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial

BIYIK BAYRAM Ş., Gülnar E., Özveren H., ÇALIŞKAN N.

Nurse Education in Practice, cilt.67, 2023 (SCI-Expanded) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 67
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1016/j.nepr.2023.103557
  • Dergi Adı: Nurse Education in Practice
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, ASSIA, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, MEDLINE
  • Anahtar Kelimeler: Active learning, Blood pressure, Flipped learning, Nursing students, Nursing education, Self-directed
  • Gazi Üniversitesi Adresli: Evet

Özet

© 2023 Elsevier LtdAim: This study investigated the effect of flipped learning on first-year nursing students’ blood pressure knowledge levels and self-directed learning skills. Background: Flipped learning is an innovative approach that helps nursing students learn about blood pressure and how to measure how to measure blood pressure accurately. Flipped learning also promotes active and student-centered learning settings and encourages nursing students to develop self-directed skills. Design: This study adopted a pretest-posttest open-label randomized controlled trial. Method: The sample consisted of 94 first-year nursing students randomized into experimental (n = 48) and control groups (n = 46). The experimental group participants were trained using the flipped learning model. Data were collected using a personal information form, the Blood Pressure Knowledge Test (BPKT) and the Self-Directed Learning Skills Scale (SDLSS). Results: There was no significant difference in pretest BPKT scores between the experimental and control groups. However, there was a significant difference in posttest BPKT scores between the experimental and control groups (p = 0.011). Moreover, there was a significant difference between the experimental group's mean pretest, posttest and follow-up SDLSS scores (p = 0.009). Conclusion: The experimental group had a significantly higher mean posttest BPKT score than the pretest score. They had significantly higher mean posttest SDLSS total and “self-monitoring,” “motivation,” and “self-confidence” subscale scores than the pretest score.