The effects of flipped learning and mobile learning methods on nursing students’ knowledge, skills and self-efficacy in urinary catheterization: A randomized controlled trial

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 89 (Nov 2025), p. 104593-104609
Autor principal:	Konateke, Ozan
Otros Autores:	Aslan, Hakime
Publicado:	Elsevier Limited
Materias:	Intubation Problem solving Students Smart devices Teaching methods Smartphones Groups College students Self evaluation Knowledge Medical education Flipped classroom Active learning Academic achievement Power structure Online instruction Student participation Access to information College faculty Nurses Self-efficacy Learning Confidence Nursing education Competency based learning Teaching Skills Clinical medicine Grades (Scholastic) Clinical trials Catheterization Nursing Learning outcomes Nursing care Forms Satisfaction Scores Portable computers Clinical nursing Critical Thinking Grade Point Average Data Collection Job Skills Interpersonal Relationship Check Lists Knowledge Level Instructional Effectiveness Evidence Based Practice Content Validity Control Groups Influence of Technology Addition Instructional Materials Student Needs College Freshmen Beliefs Expectation Electronic Learning Educational Facilities Improvement Classroom Environment
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Descripción
Resumen:	Aim This study aimed to examine the effects of flipped learning and mobile learning methods on nursing students' knowledge, psychomotor skills and self-efficacy in urinary catheterization. Background Flipped learning and mobile learning are increasingly used in nursing education to enhance student engagement and skill acquisition. These methods are expected to contribute to nursing education, helping students work more successfully and safely in clinical settings and providing insight into innovative and effective teaching methods that can be used. Design This study was conducted as a randomized controlled trial model. Methods It was conducted between June 2023 and June 2025 at X University Faculty of Nursing. The study population consisted of all first-year students in the nursing department. The sample consisted of 92 students (FL=30; ML=32; Control=30) determined by power analysis. Students were stratified by GPA and randomly assigned to the groups using sealed envelopes. “Individual Introduction Form”, “Knowledge Test for Urinary System Practices”, “Skill Assessment Form” and “Student Self-Efficacy Scale” were used to collect data. During the research process, students in the experimental groups were taught using flipped learning and mobile learning methods for two weeks. Results Both the flipped and mobile learning groups showed significantly greater improvements in knowledge (ɳ 2=0.88), skills (ω 2=0.57, ω 2=0.41, ω 2=0.77) and self-efficacy (ω 2=0.60) scores than the control group (p < 0.001). Student satisfaction with the learning methods was also significantly higher in the intervention groups (p < 0.001, ɳ 2: 0.55). Conclusions Flipped and mobile learning approaches effectively enhance nursing students’ cognitive and psychomotor competencies, as well as their self-confidence.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104593
Fuente:	Sociology Database