The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students

Purpose This study was conducted to test the effects of flipped learning for undergraduate nursing students. Methods The study was a nonequivalent control group pretest-posttest design. Participants were 140 nursing students (experimental group=70, control group=70). The flipped learning was provided for 6 times (18 hours). Data were collected between March 7 and May 30, 2016. Data were analyzed using Chi-square, t-test, paired t-test with SPSS/WIN 22.0. Results The results showed that self-efficacy (t=4.67, p<.001), critical thinking disposition (t=6.55, p<.001), and communication competence (t=3.57, p=.001) were significantly higher than in the experimental group than in the control group. Conclusion The study findings suggest that the flipped learning has proven to be influential educational program for improving the self-efficacy, critical thinking disposition, and communication competence of nursing students. The flipped learning was an effective teaching program for nursing student, and need to develop other nursing major subjects.