Self-Efficacy, Self-regulated Flipped Classroom Strategy
Conditions
Brief summary
To examine the effect of a self-regulated flipped classroom strategy on nursing students' self-regulation abilities and self-efficacy.
Interventions
BEHAVIORALAn self-regulated flipped classroom strategy
The self-regulated flipped classroom strategy was developed based on the self-regulated learning theory (Zimmerman, 2002) and the flipped classroom model (Bishop & Verleger, 2013).
Sponsors
National Defense Medical Center, Taiwan
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to 19 Years
Healthy volunteers
Yes
Inclusion criteria
* (1) second-year undergraduate nursing students (2) students taking the Adult Nursing course this semesterand (3) willingness to participate in the study.
Exclusion criteria
* (1) having to quit school.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| self-regulated learning | 4 months | self-regulated learning scale |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| self-efficacy | 4 months | Self-efficacy Scale (SES) |
Countries
Taiwan
Outcome results
None listed