Study of Flipped Classroom Method on Metacognitive Awareness of Nursing Students: An Experimental Study

Introduction: Metacognitive awareness involves understanding how to learn and applying cognitive skills to achieve educational goals. Active learning strategies, such as the flipped classroom, can improve the metacognitive awareness that nursing students need to develop professional skills. This study aimed to compare the effects of the flipped classroom and traditional teaching methods on metacognitive awareness in medication administration skill among first-year nursing students. Methods: This experimental study with a pretest–posttest control group design was conducted among first-year undergraduate nursing students at the Shahid Beheshti School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran, from December 2023 to March 2024. A total of 40 students were selected through convenience sampling and randomly assigned to a control group (traditional method, n = 20) and an intervention group (flipped classroom, n = 19). Data were collected using a demographic questionnaire and the Metacognitive Awareness Inventory. Data analysis was performed using analysis of covariance in IBM SPSS Statistics (version 26). Results: The mean age of participants was 19.95 years (SD = 2.54), with 64.1% male, and 2.6% married. After adjusting for pretest scores, students in the flipped classroom group scored, on average, 26.8 (95% CI: 18.8 to 34.7) points higher on the MAI total score compared to those in the traditional group at posttest (F(1, 36)=46.98, P