Aim: Improving the learning capability of nursing students is imperative to their development as healthcare professionals. This study aimed to verify the effects of flipped learning on class participation, academic self-regulation, co-regulation, and academic performance, and to offer suggestions regarding educational strategies related to flipped learning.
Method: In the Community Health Nursing I course, 32 junior-year students (the experimental group) were provided with flipped learning, and 30 other junior-year students (the control group) received traditional instructor-led education. Flipped learning consisted of pre-learning, readiness assessment, a mini-lecture, group activities, and formative assessment. The pretest-posttest quasi-experimental and convergent parallel study designs were used in this study.
Results: After participating in flipped learning, the experimental group exhibited a significant improvement in class participation, academic self-regulation, and co-regulation compared to the control group, but academic performance exhibited an insignificant improvement. The participants experienced a "change in attitude toward academic participation," "improved academic competence," and "pressure from learning" related to flipped learning.
Conclusion: Flipped learning can positively change students' approach to learning. We propose that flipped learning be applied more widely to the education of nursing students.
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