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

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dc.contributor.authorBayram, Sule Biyik
dc.contributor.authorGulnar, Emel
dc.contributor.authorOzveren, Huesna
dc.contributor.authorCaliskan, Nurcan
dc.date.accessioned2025-01-21T16:45:08Z
dc.date.available2025-01-21T16:45:08Z
dc.date.issued2023
dc.departmentKırıkkale Üniversitesi
dc.description.abstractAim: 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-confi-dence subscale scores than the pretest score.
dc.identifier.doi10.1016/j.nepr.2023.103557
dc.identifier.issn1471-5953
dc.identifier.issn1873-5223
dc.identifier.pmid36709659
dc.identifier.scopus2-s2.0-85147261637
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.nepr.2023.103557
dc.identifier.urihttps://hdl.handle.net/20.500.12587/25595
dc.identifier.volume67
dc.identifier.wosWOS:000929064000001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier Sci Ltd
dc.relation.ispartofNurse Education In Practice
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectActive learning; Blood pressure; Flipped learning; Nursing students; Nursing education; Self-directed
dc.titleThe effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial
dc.typeArticle

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