The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students

Abstract

PURPOSE: This study was conducted to test the effects of flipped learning for undergraduate nursing students. METHODS: The study was a nonequivalent control group pretest‐posttest design. Participants were 140 nursing students (experimental group=70, control group=70). The flipped learning was provided for 6 times (18 hours). Data were collected between March 7 and May 30, 2016. Data were analyzed using Chi‐square, t‐test, paired t‐test with SPSS/WIN 22.0. RESULTS: The results showed that self‐efficacy (t=4.67, p