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

• Published in: Nurse education in practice Vol. 67; p. 103557
• Main Authors: Bıyık Bayram, Şule, Gülnar, Emel, Özveren, Hüsna, Çalışkan, Nurcan
• Format: Journal Article
• Language: English
• Published: Scotland Elsevier Ltd 01.02.2023; Elsevier Limited
• Subjects: Active learning; Blood Pressure; Clinical trials; Cognitive style; Confidence; Control groups; Distance learning; Education, Nursing, Baccalaureate; Flipped classroom; Flipped learning; Humans; Independent study; Knowledge; Learning; Motivation; Nurses; Nursing; Nursing education; Nursing skills; Nursing Students; Personal information; Self Concept; Self-directed; Selfdirected learning; Selfmonitoring; Smartphones; Students; Students, Nursing; Teaching Methods; University students; Turkey; Nursing students; Self-directed; Nursing education; Blood pressure; Active learning; Flipped learning
• ISSN: 1471-5953; 1873-5223
• DOI: 10.1016/j.nepr.2023.103557

This study investigated the effect of flipped learning on first-year nursing students’ blood pressure knowledge levels and self-directed learning skills. 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. This study adopted a pretest-posttest open-label randomized controlled trial. 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). 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). 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.