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AIM: Improving the learning capability of nursing students is imperative to their development as healthcare professionals. This study aimed to verify the effects of flipped learning on class participation, academic self-regulation, co-regulation, and academic performance, and to offer suggestions regarding educational strategies related to flipped learning. METHOD: In the Community Health Nursing I course, 32 junior-year students (the experimental group) were provided with flipped learning, and 30 other junior-year students (the control group) received traditional instructor-led education. Flipped learning consisted of pre-learning, readiness assessment, a mini-lecture, group activities, and formative assessment. The pretest-posttest quasi-experimental and convergent parallel study designs were used in this study. RESULTS: After participating in flipped learning, the experimental group exhibited a significant improvement in class participation, academic self-regulation, and co-regulation compared to the control group, but academic performance exhibited an insignificant improvement. The participants experienced a "change in attitude toward academic participation," "improved academic competence," and "pressure from learning" related to flipped learning. CONCLUSION: Flipped learning can positively change students' approach to learning. We propose that flipped learning be applied more widely to the education of nursing students.
Kim et al. (Mon,) studied this question.