The Effect of Video-Assisted Flipped Learning System on Nursing Students’ Laboratory Skills

Background: The integration of theoretical knowledge with psychomotor skill development plays a critical role in enabling nursing students to achieve clinical competence. In laboratory-based training, the use of innovative, student- centered, and interactive instructional strategies is essential for promoting effective learning. The video-assisted flipped learning approach enhances students’ active engagement in the learning process and provides significant advantages in the acquisition of clinical skills. Objective: This study aimed to examine the effect of a video-assisted flipped learning model on nursing students’ medication administration laboratory skill levels. Methods: This randomized controlled experimental study was conducted in the nursing department of a public university. The sample consisted of 50 first-year nursing students, with 25 assigned to the intervention group and 25 to the control group. Educational content related to medication administration was delivered to the intervention group using a video-assisted flipped learning model, while traditional teaching methods were applied to the control group. Data were collected using a Student Information Form and standardized Skill Checklists. Group comparisons were performed using descriptive statistics, Pearson chi-square, Mann–Whitney U, and Kruskal–W allis tests. Results: A statistically significant difference was found between the skill performance scores of the intervention and control groups after the training (p < .001). The intervention group achieved a higher mean skill score (82.23±9.19) compared with the control group (75.52±13.24). These findings indicate that students in the intervention group demonstrated significantly greater psychomotor competence than those taught through traditional methods (t = 5.525; p < .001). Conclusion: The video-assisted flipped learning model is an effective instructional strategy for improving nursing students’ medication administration laboratory skills. This approach enhances students’ learning readiness, promotes active participation in skill-based activities, and strengthens long-term learning retention. Based on these findings, the integration and wider implementation of flipped learning–based digital instructional materials in nursing education programs are recommended.