The rapidly evolving world has influenced the sleep-wake cycles of nursing students, shifting them towards an evening chronotype. This shift has negatively impacted their daytime functionality, motivation, and academic success. Moreover, research indicates that there is an asynchrony between individuals' circadian rhythms and face-to-face classes. Flipped learning can be seen as a potential solution to nursing education. The purpose of this study was to examine the effect of chronotype on motivation and academic achievement in nursing students trained with two different learning approaches.

This study were conducted a randomized controlled experimental design incorporating pre-test and post-test follow-ups. The study sample consisted of volunteer nursing students at the nursing department of a university in western Turkey. In this department, an internship program is offered and the Fundamentals of Nursing course, which is designed to provide 5 hours of theoretical instruction and 8 hours of practical training during the spring semester. The theoretical parts of the courses are conducted in lecture halls using a traditional classroom approach, while the practical parts are carried out in laboratories and clinics. As part of the course, after the instructor delivers the theoretical lecture, students watch videos related to the topic in the lecture hall to enhance their psychomotor skills. The application steps are then explained, followed by hands-on practice in the laboratory.

G*Power 3.1 software was utilized for the power analysis of the study. Based on the study by Aksoy and Gurdoğan, with an effect size of 0.79, a power of 95%, and a significance level of 0.05, it was determined that a minimum of 43 students should be assigned to each group. However, considering a 20% loss rate during the study, it was decided to include at least 52 students in each group. The students were randomly divided into two groups, the experimental and control groups, using the simple randomization method with the Research Randomizer program. A total of 114 students who met the study criteria were assigned to the experimental and control groups, with 57 students in each group. However, three students in the experimental group were excluded from the study because they participated in the training but did not complete the post-training data collection forms. Thus, the study was completed with a total of 111 students, including 57 in the control group and 54 in the experimental group. Turkish version of Morningness-Eveningness Questionnaire and Motivated Strategies for Learning Questionnaire, and theory and skill exams specific to urinary system were used for data collection.

Inclusion Criteria:

• Be over 18 years of age,
• To volunteer,
• Taking the Fundamentals of Nursing course for the first time,
• To own a smartphone or computer,
• To have internet access.

Exclusion Criteria:

• Being under 18 years of age,
• Not being a volunteer,
• Having previously taken the Fundamentals of Nursing course,
• Not owning a smartphone or computer.
• Not having internet access.