Effects of the Information Motivation Behavior Combined With Flipped Classroom Teaching Model on the Professional Competence and Creative Thinking of Urological Nursing Interns.

Abstract

Aims/Background Lack of motivation and poor learning habits lead to ineffective teaching in flipped classrooms. Information Motivation Behavior (IMB) theory facilitates the adaptation and modification of individual behavior through information, motivation, and behavioral intervention. This study aims to explore the effects of a combined IMB and flipped classroom teaching model on the professional competence and creative thinking of urological nursing interns. Methods A total of 85 undergraduate nursing interns who practiced in the Department of Urology from July 2023 to March 2024 were selected for retrospective analysis. The interns were divided into two groups based on the teaching model: the control group (n = 45, flipped classroom) and the study group (n = 40, IMB combined with the flipped classroom). The theoretical and practical scores were detected to assess the professional competence of students. Marmara Creative Thinking Dispositions Scale (MCTDS) scores, and California Critical Thinking Skills Scale-Chinese Version (CTDI-CV) scores were measured before and after training. Students' satisfaction with the teaching format and its effectiveness was compared between the two groups. Results The theoretical and practical scores, as well as the MCTDS and CTDI-CV scores, were significantly increased in both groups after training compared to before training (p < 0.05), with the degree of improvement being higher in the study group than in the control group. After training, the theoretical and practical scores were higher in the study group than in the control group (p < 0.001). The self-discipline, innovation search, courage, inquisitiveness, doubt, flexibility, and total MCTDS scores were also higher in the study group compared to the control group (p < 0.001). Similarly, the truth-seeking, analyticity, open-mindedness, inquisitiveness, maturity in judgment, and total CTDI-CV scores were markedly higher in the study group than in the control group (p < 0.001). Additionally, students' satisfaction with the teaching format and effectiveness was significantly greater in the study group than in the control group (p < 0.001). Conclusion The combination of IMB and the flipped classroom in urological nursing education demonstrated effective teaching outcomes and high satisfaction levels. It enhanced students' professional competence, critical thinking, and creative thinking. However, as this study focused exclusively on urological nursing interns, the results may not be generalizable to the education of other types of nurses.