Abstract
BACKGROUND: Flipped Classroom Model (FCM) is a proposed method which is a novel and student-centered teaching strategy for encouraging nursing students to engage in the learning process. This study was aimed to evaluate the impact of the FCM on nursing students' knowledge, skill levels and persistence of learning. DESIGN: This controlled quasi-experimental study was carried out with 71 first-year nursing students (35 experimental / 36 control). METHODS: The data were collected between February and April 2018 and the study was completed in January 2021. The data were collected using student information form, and knowledge test which was applied as pre-test, post-test and persistence test, as well as skill evaluation checklists including blood pressure measurement (BPM), drug preparation (DP), nasogastric tube insertion (NTI) and blood glucose measurement (BGM) with a glucometer. The students in the experimental group took the Nursing Fundamentals (NF) lesson with the FCM and the students in the control group with traditional teaching methods. RESULTS: The students in the experimental group had higher scores from the post and persistence tests of the knowledge test compared to the control group addition, the skill scores of the experimental group for all of the skill applications in the first follow-up and persistence follow-up were higher than the control group. CONCLUSION: FCM has a positive effect on the knowledge and skill levels of nursing students and provides persistence in acquired knowledge and skills. CLINICAL TRIAL NUMBER: Not applicable.