Flipped Classroom Approach on Nursing Students' Blood Pressure

Effects of the Flipped Learning Model on Blood Pressure Knowledge and Self-directed Learning Skills of First-Year Nursing Students: A Randomized Controlled Study

Effects of the Flipped Learning Model on Blood Pressure Knowledge and Self-directed Learning Skills of First-Year Nursing Students: A Randomized Controlled Study

This study is to determine the effect of flipped learning model on blood pressure knowledge level and self-directed learning skills of first-year nursing students.

This study was a pre-post test open-label randomized controlled trial. Settings and Participants: This research was conducted with 94 first-year students (experimental group = 48, control group = 46) studying at a university in Turkey, Faculty of Health Sciences, Department of Nursing. The students were divided into experimental and control groups using a simple randomization method. The study data were collected using the Descriptive Characteristics Form, the Blood Pressure Knowledge Test, and the Self-Managed Learning Skills Scale. The students in the experimental group were trained using the flipped learning model. The students in the control group were trained using only a traditional education method.

Inclusion Criteria:

• The first to enroll in the Fundamentals of Nursing course,
• Volunteer to participate in the research
• had continuous Internet Access

Exclusion Criteria:

• Having graduated from Health Vocational High School or having studied a health-related department,
• Have taken fundamentals of nursing course before