플립러닝 기반 수업이 졸업 학년 간호대학생의 자기효능감, 셀프리더십 및 문제해결능력에 미치는 효과

This study attempted to verify the effects of flipped learning-based classes on nursing students' self-efficacy, self-leadership, and problem-solving ability. This study was conducted using a single-group pre- and post-experimental design. 77 graduating nursing students were enrolled in a total of eight 3-hour adult nursing theory classes. Data collection took place from April 7 to June 2, 2025, and the collected data were analyzed using the IBM SPSS Statistics 26.0 program to calculate frequencies, percentages, means, standard deviations, and paired t-tests. The results of the study showed that after applying flipped learning-based classes, self-efficacy (t=-4.30, p< .01), self-leadership (t=-4.54, p< .01), and problem-solving ability (t=-4.70, p< .01) all had a statistically significant increase. In conclusion, flipped learning was confirmed to be an effective teaching and learning method for enhancing self-efficacy, self-leadership, and problem-solving skills in final-year nursing students. Therefore, flipped learning should be actively utilized in the classrooms of final-year nursing students. To further enhance problem-solving skills, flipped learning-based classes should incorporate strategies that further strengthen information gathering skills from the design stage. Research is needed to confirm the effectiveness of these classes. Furthermore, we suggest research specifically investigating final-year nursing students' satisfaction with and needs for flipped learning courses and developing effective learning strategies accordingly.