The rapidly evolving world has influenced the sleep-wake cycles of nursing students, shifting them towards an evening chronotype. This shift has negatively impacted their daytime functionality, motivation, and academic success. Moreover, research indicates that there is an asynchrony between individuals' circadian rhythms and face-to-face classes. Flipped learning can be seen as a potential solution to nursing education. The purpose of this study was to examine the effect of chronotype on motivation and academic achievement in nursing students trained with two different learning approaches.
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The Motivated Strategies for Learning Questionnaire (MSLQ)
Timeframe: Before courses begin and 15 days after the courses concluded, an average of 7 weeks
The Morningness-Eveningness Questionnaire (MEQ)
Timeframe: Before courses begin and 15 days after the courses concluded, an average of 7 weeks
The theoretical exam
Timeframe: 15 days after the courses concluded, an average of 7 weeks
The skill exam
Timeframe: 15 days after the courses concluded, an average of 7 weeks