Abstract
Objectives The purpose of this study is to examine the effects of flipped learning in collaborative project course on problem-solving efficacy, communication competence, and academic self-efficacy of nursing students.
 Methods A total 33 nursing student who took collaborative project course in a college located in U city participated in this study. The survey was conducted twice in the before of flipped learning and once in the after of flipped learning. Data were analyzed with descriptive statistics, t-test, one-way ANOVA, and repeated measure ANOVA using the SPSS 25.0 program.
 Results This finding indicated that problem-solving(F=7.20, p=.003) and communication competence(F=5.63, p=.009) were significantly different between pre and post-test while problem-solving, communication and academic self-efficacy were not significantly different between pre-test 1 and pre-test 2.
 Conclusions It was found that flipped learning-based collaborative project course affects the problem-solving and communication competence of nursing students. It will be necessary to develop various flipped learning activities for the collaborative project classes.
 
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