The effect of flipped learning and mobile teaching methods on urinary catheterization application knowledge, skills, and self-efficient level of nursing students

Aim: This study was conducted to evaluate the effect of flipped learning and mobile learning methods on nursing students' urinary catheterization application knowledge, skills and self-efficacy level. Material and Method: The study was conducted as a pretest-posttest randomized controlled experimental research model. It was conducted between June 2023 and June 2025 at Inonu University Faculty of Nursing. The population of the study consisted of all first-year students studying in the department of nursing. The sample consisted of 92 students (Group flipped learning: 30, Group mobile application: 32 and Group control: 30) determined by power analysis. "Individual İntroduction Form", 'Urinary System Applications Skill Evaluation Form', 'Knowledge Test For Urinary System Applications' And 'Student Self-Efficacy Scale' were used to collect the data. During the research process, students in the experimental groups were taught with flipped teaching and mobile learning methods for two weeks. Students in the control group continued the routine theoretical and practical process. Results: It was determined that the flipped and mobile learning given to nursing students regarding urinary system applications had significantly higher theoretical knowledge, psychomotor skills and self-efficacy levels than the control group (p<0.05). It was determined that the satisfaction levels of the students regarding active teaching methods were also significantly higher than the control group (p<0.05). Conclusion: As a result, it was determined that flipped and mobile learning methods positively affected the development of nursing students and increased their self-efficacy. According to this result, it is recommended that flipped and mobile learning methods be widely used in the education of nursing students.