An integrated self-regulated learning and flipped classroom approach for teaching nursing skills to undergraduate nursing students: A randomized controlled study

Abstract

Aim

This study examined if self-regulated learning activities integrated with a flipped classroom approach improved performance of nursing skills.

Background

Traditionally, nursing skills are provided with classroom lectures, which is a passive form of learning. However, studies have demonstrated that flipped classroom teaching, which requires active engagement in learning, is more effective for developing competence in nursing skills. Outcomes can be further optimized when students adequately prepare prior to classroom participation, which can be accomplished through self-regulated learning.

Design

A randomized parallel group design.

Method

A total of 100 s-year nursing students were randomly assigned to the intervention group (self-regulated learning with flipped classroom teaching, n = 50) or the control group (traditional, standard classroom instruction, n = 50). Generalized estimating equations examined the effects of the intervention on measures of self-efficacy, self-regulated learning and performance of nursing skills at 16-weeks compared with baseline measures.

Outcomes

Socio-demographic variables did not differ between groups. Increases from baseline in self-efficacy, self-regulated learning and performance of nursing skills were significantly greater at 16-weeks for the intervention group compared with the control group (β = 6.10, p = 0.04 and β = 11.74, p < 0.01, β = 11.92, p < 0.001, respectively).

Conclusion

Integrating self-regulated learning activities with a flipped classroom approach not only improved performance of nursing skills but also enhanced self-efficacy and self-regulated learning. Our findings suggest this teaching approach should be considered as an application across various nursing courses.