Self-regulated Flipped Classroom Strategy

National Defense Medical Center, Taiwan110 enrolled

Overview

To examine the effect of a self-regulated flipped classroom strategy on nursing students' self-regulation abilities and self-efficacy.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

SINGLE

Enrollment

110

Conditions

Self-regulated Flipped Classroom Strategy Self-Efficacy

Interventions

An self-regulated flipped classroom strategyBEHAVIORAL

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).

Eligibility

Sex: ALLMin age: 18 YearsMax age: 19 YearsHealthy volunteers:

Medical Language ↔ Plain English

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.

Locations (1)

Ting-Yu, Chen

Chiayi County, Puzi City, Taiwan

Outcomes

Primary Outcomes

self-regulated learning

self-regulated learning scale

Time frame: 4 months

Secondary Outcomes

self-efficacy

Self-efficacy Scale (SES)

Time frame: 4 months

Data from ClinicalTrials.gov

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