Abstract
Objective: To measure the self-efficacy of nursing students taught using both flipped and traditional classroom modalities. Method: A quantitative research design was employed. The control group was taught using the traditional classroom model, while the experimental group utilized the flipped classroom model. The study population consisted of undergraduate nursing majors at Shandong University of Traditional Chinese Medicine. Two out of twelve classes were selected through random sampling. Results: The study presents an analysis of the t-test results using SPSS, which shows a significant difference when the calculated P-value falls between 0.00 and 0.05. The P-value obtained was 0.00, indicating a statistically significant difference. Conclusion: The teaching model, whether flipped or traditional, has an impact on nursing students’ self-efficacy. Students in the flipped classroom exhibited higher self-efficacy in mastering the curriculum.
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