플립러닝 학습법 적용이 간호대학생의 의사소통능력, 학업성취도 및 학습만족도에 미치는 효과

This study aimed to examine the effects of applying the flipped learning method on nursing students' communication skills, academic achievement, and learning satisfaction. A quasi-experimental study with a nonequivalent control group pretest-posttest design was conducted with 88 fourth-year nursing students enrolled in a nursing research course at two nursing schools in J Province. The study period was from March to June 2024, and data were collected through self-reported questionnaires at the beginning and end of the semester. The data were analyzed using SPSS 26.0, employing frequency, percentage, mean, standard deviation, X2-test, and independent t-test. The results indicated that the experimental and control groups were homogeneous in general characteristics, communication skills (t= .00, p= .99), and academic achievement (t=- .24, p= .81). After applying the flipped learning method, the experimental group showed significantly higher communication skills (t=3.54, p< .01) and learning satisfaction (t=3.08, p< .01) compared to the control group. However, although academic achievement improved (t=1.59, p= .12), the difference was not statistically significant. These findings confirm that the flipped learning method enhances nursing students' communication skills and learning satisfaction. By adjusting course design and the appropriate number of instructional weeks, academic achievement could also be improved. Further studies should reinforce course design to enhance academic achievement and conduct repeated research using this variable. Moreover, the application of flipped learning should be expanded as it contributes to the competency development of nursing students.