Purpose: The purpose of this study was to analyze the papers published from 2016 to 2020 that involved studies that applied the flipped learning method to domestic nursing education. Methods: A total of 33 studies on nursing education reported in domestic journals were reviewed. The RISS, KISS, DBpia, NDSL, and Google Scholar databases were searched using the analysis criteria developed by the researchers. The general and methodological characteristics and study design of nursing education using flipped learning were analyzed. Result: Among the studies reviewed, 26 were quantitative studies (78.9%), followed by 3 qualitative studies (9.1%) and 4 mixed studies (12.1%). The subject that was most studied was fundamental nursing practice accounting for 9 instances (27.3%). The main variables of quantitative research were diverse, such as self-directed learning ability, critical thinking ability, academic achievement, and problem-solving ability. Qualitative research was about the experience of implementing flipped learning. Conclusion: The flipped learning method was effective in imparting the core competency content required for nursing students. Hence, educators should seek various ways in which this method could be applied to enhance nursing education.
결론 및 제언