Application of the web-assisted program based on the flipped model in nursing process teaching and evaluation of its reflect to the clinic

Introductıon and Objectıve: Teaching the nursing process that nursing students will use throughout their professional career is very important. In this direction, considering the Z generation, innovative and technology-based teaching methods should be used. This research was planned to examine the effect of flipped model on students' problem solving and critical thinking skills and their views on this model in nursing process teaching. Materials and Methods: In this study, mixed method research was used. In the quantitative part of the research, pretest-postest, the randomized controlled group experimental design (n=46) was used, while the case study-phenomenology design (n=12) was applied in the qualitative part. Data collection in the research was carried out with the critical thinking disposition scale, problem solving inventory and focus group interview form. In the research, t test for independent groups, t test for dependent groups and regression analysis to were used in quantitative data, while thematic analysis was used in the analysis of qualitative data. Findings: There is a significant difference between the problem solving and critical thinking skill scores of the students in the group in which the flipped model was applied and the scores of the students in the control group. In line with the focus group discussions, four themes emerged, including teacher as a facilitator, gains, areas to be improved, the reflection of flipped model on the clinic and 18 codes were reached. Conclusion: The flipped method contributed positively to nursing students' problem solving, critical thinking, clinical adaptation, communication and self-confidence.