The effect of simulation education based on flipped learning on academic engagement, motivation, and performance of nursing students: A quasi-experimental study

Background: Simulation education based on flipped learning allows millennial students to adopt a self-directed learning style. This study aimed to determine the effect of simulation education based on flipped learning on academic performance, motivation in learning, and academic engagement of first-year undergraduate nursing students. Method: This study was conducted with semi-experimental design. 40 undergraduate nursing students at Lorestan University of Medical Sciences was selected by whole enumeration. Teaching was provided conventionally for the control group (n =18) while simulation education based on flipped learning was done for the intervention group (n = 22). The academic performance of the participants was measured using the observation checklists, also they completed the academic engagement scale and the Instructional Materials Motivation Scale at two points. Data were analyzed using t-test, paired t-test, chi-square, and ANCOVA. Results: There was no significant statistical difference between the two groups after the intervention in the mean of the performance (F=2.49, P 0.09), motivation in learning (F=0.75, P 0.48) and academic engagement of nursing students (F=1.1, P 0/34). Conclusions: Using the simulation teaching approach based on flipped learning can be an alternative teaching strategy for conventional simulation teaching. However, more research is needed on this educational approach to be considered a preferred approach.