The effect of simulation education based on flipped learning on academic engagement, motivation, and performance of first-year nursing students

Introduction: Nursing educators must be prepared to adopt innovative and evidence-based educational approaches to enhance student learning outcomes. The present study aimed to determine the effect of simulation education based on flipped learning on performance, motivation in learning, and academic engagement of first-year undergraduate nursing students.Methods: This study was conducted with a quasi-experimental design. Forty first-year undergraduate nursing students enrolled in the spring semester were selected for whole enumeration sampling. For the intervention group (n=۲۲), the fundamental nursing skills course was taught to them using simulation education based on flipped learning. The control group (n=۱۸) was taught the same course using simulation-based education. Outcomes, including performance, learning motivation, and academic engagement, were measured using the nursing skills observation checklists, the Instructional Materials Motivation Scale (IMMS), and the academic engagement questionnaire at the middle and end of the semester.Results: There was no significant difference between the mean score performance and the total mean score of subscales of learning motivation and academic engagement in the middle and end of the semester in the two groups.Conclusions: The study suggests that simulation education based on flipped learning can be an alternative teaching strategy for conventional simulation-based education.

کلیدواژه ها:

Simulation ، Flipped learning ، Performance ، Motivation ، Academic engagement ، Nursing Student