NCT06788483

Self-regulated Flipped Classroom Strategy

The Effects of Self-regulated Flipped Classroom Strategy on Nursing Students' Self-regulated Learning Abilities, Self-efficacy and Nursing Skill Performance: a Randomized Controlled Study

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 110 (actual)
• Sponsor: National Defense Medical Center, Taiwan · Academic / Other
• Sex: All
• Age: 18 Years – 19 Years
• Healthy volunteers: Accepted

Summary

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

Conditions

• Self-regulated Flipped Classroom Strategy
• Self-Efficacy

Interventions

Type	Name	Description
BEHAVIORAL	An 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).

Timeline

• Start date: 2024-02-01
• Primary completion: 2024-06-30
• Completion: 2024-06-30
• First posted: 2025-01-23
• Last updated: 2025-01-23

Locations

1 site across 1 country: Taiwan