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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dc.contributor.authorKonateke, Ozan
dc.contributor.authorAslan, Hakime
dc.date.accessioned2026-04-04T13:34:52Z
dc.date.available2026-04-04T13:34:52Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractAim: 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 (omega(2) =0.88), skills (omega(2) =0.57,.2 =0.41,.2 =0.77) and self-efficacy (omega(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, omega(2): 0.55). Conclusions: Flipped and mobile learning approaches effectively enhance nursing students' cognitive and psychomotor competencies, as well as their self-confidence.
dc.description.sponsorshipInonu University Scientific Research Projects Unit [TDK-2024-3539]
dc.description.sponsorshipThis research was supported by the Inonu University Scientific Research Projects Unit (Project number: TDK-2024-3539). We would like to thank Inonu University Scientific Research Project Unit (BAP). This work was supported by the Inonu University Scientific Research Projects Unit (Project number: TDK-2024-3539).
dc.identifier.doi10.1016/j.nepr.2025.104593
dc.identifier.issn1471-5953
dc.identifier.issn1873-5223
dc.identifier.orcid0000-0003-4792-7367
dc.identifier.pmid41175786
dc.identifier.scopus2-s2.0-105020435300
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.nepr.2025.104593
dc.identifier.urihttps://hdl.handle.net/11616/109456
dc.identifier.volume89
dc.identifier.wosWOS:001642151600001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier Sci Ltd
dc.relation.ispartofNurse Education in Practice
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250329
dc.subjectNursing Education
dc.subjectFlipped Learning
dc.subjectMobile Learning
dc.subjectSelf-Efficacy
dc.subjectUrinary Catheterization
dc.titleThe effects of flipped learning and mobile learning methods on nursing students' knowledge, skills and self-efficacy in urinary catheterization: A randomized controlled trial
dc.typeArticle

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