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The purpose of this study is to evaluate the effect of nursing process education based on flipped learning on self-directed learning ability and academic achievement of nursing students. A quasi-experimental study employing a nonequivalent control group and pre-post design was conducted. The study g...

The purpose of this study is to evaluate the effect of nursing process education based on flipped learning on self-directed learning ability and academic achievement of nursing students. A quasi-experimental study employing a nonequivalent control group and pre-post design was conducted. The study group was composed of 135 college students enrolled in the 2nd grade of C nursing college as an experimental group and 103 college students enrolled in the 2nd grade of the D university nursing department as a control group. The experimental group participated in flipped learning with the theme of nursing process once a week for 5 weeks, and the control group applied the traditional teaching method. Data were analyzed using χ2-test and Independent t-test with SPSS 26.0 program. There were significant differences in self-directed learning ability(t=-4.71, p<.001) and academic achievement(t=-4.93, p<.001) of participants between experimental group and control group after completion of 5 sessions flipped learning. The results indicate that flipped learning can be used to improve self-directed learning ability and academic achievement of nursing students. As a result of this study, the basis for using flipped learning will be prepared, and furthermore, it will have a positive effect on the clinical practice and problem solving ability of nursing students.

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