Aksoy, BernaGurdogan, Eylem Pasli2024-06-122024-06-1220221742-79321742-7924https://doi.org/10.1111/jjns.12469https://hdl.handle.net/20.500.14551/20694Aim In nursing education, innovative approaches are crucial to enhancing students' competence and preparing them to respond to the complex healthcare needs of society. The aim of the current study was to compare the efficacy of the flipped classroom and traditional educational approaches on the acquisition of urinary system knowledge and skill level, and on the motivation and learning strategies of first-year nursing students. Methods This study was implemented with a single blind and randomized controlled design in the nursing department of a university's faculty of health sciences between December 2018 and December 2019, with 94 first-year undergraduate nursing students (47 in the experimental group adopting a flipped classroom approach, 47 students in the traditional approach control group). The study was conducted over pre-test and posttest phases for both groups. Results The experimental group had higher mean scores than the controls in intrinsic goal orientation, task value, self-efficacy, rehearsal, elaboration, and organization and effort regulation, but lower scores in test anxiety (p < 0.001). The theoretical and skill exam scores of the experimental group were higher than those of the control group (p < 0.001). Conclusion The flipped classroom approach was effective for improving urinary system knowledge and skill level, and for the motivation and learning strategies of nursing students. This innovative education approach can be recommended as a student-centered method in nursing education for teaching theoretical knowledge and evidence-based practices.en10.1111/jjns.12469info:eu-repo/semantics/closedAccessEducationFlipped ClassroomLearning StrategiesKnowledgeMotivationNursingSkillTeaching StrategiesEducationTechnologyModelsArticle192Q3WOS:0007383434000012-s2.0-8512223936734984830Q2