The effects of flipped learning and mobile learning methods on nursing students’ knowledge, skills and self-efficacy in urinary catheterization: A randomized controlled trial

Abstract

Aim

This study aimed to examine the effects of flipped learning and mobile learning methods on nursing students' knowledge, psychomotor skills and self-efficacy in urinary catheterization.

Background

Flipped learning and mobile learning are increasingly used in nursing education to enhance student engagement and skill acquisition. These methods are expected to contribute to nursing education, helping students work more successfully and safely in clinical settings and providing insight into innovative and effective teaching methods that can be used.

Design

This study was conducted as a randomized controlled trial model.

Methods

It was conducted between June 2023 and June 2025 at X University Faculty of Nursing. The study population consisted of all first-year students in the nursing department. The sample consisted of 92 students (FL=30; ML=32; Control=30) determined by power analysis. Students were stratified by GPA and randomly assigned to the groups using sealed envelopes. “Individual Introduction Form”, “Knowledge Test for Urinary System Practices”, “Skill Assessment Form” and “Student Self-Efficacy Scale” were used to collect data. During the research process, students in the experimental groups were taught using flipped learning and mobile learning methods for two weeks.

Results

Both the flipped and mobile learning groups showed significantly greater improvements in knowledge (ɳ ²=0.88), skills (ω ²=0.57, ω ²=0.41, ω ²=0.77) and self-efficacy (ω ²=0.60) scores than the control group (p < 0.001). Student satisfaction with the learning methods was also significantly higher in the intervention groups (p < 0.001, ɳ ²: 0.55).

Conclusions

Flipped and mobile learning approaches effectively enhance nursing students’ cognitive and psychomotor competencies, as well as their self-confidence.