Abstract
Objective: To investigate the effects of using a flipped classroom model and Kahoot for intramuscular injection skill training on the knowledge, skill, and self-efficacy levels of nursing students. Methods: The quasi-experimental study was conducted with a total of 180 nursing students (intervention group n=95, control group n=85). Data were collected using a “Knowledge Level Questionnaire,” “Psychomotor Skill Control Form,” and the “General Self-Efficacy Scale”. The flipped classroom model was used in the intervention group. In addition, the multiple-choice questions in Kahoot were asked to both groups. Results: The final test knowledge scores and general self-efficacy scores of the students in the intervention group were found to be statistically higher than the students in the control group (P<.001). The psychomotor skill scores of the students in the intervention group were statistically higher than the students in the control group (P=.010). Regarding the use of Kahoot, the percentage of correct answers for each question was significantly higher for the intervention group than the control group (P<.05). Conclusion: It can be said that the flipped classroom model and Kahoot are effective in intramuscular injection training. The flipped classroom model and Kahoot could also be used for the teaching of other basic nursing skills.
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