Manuscript Writing Proficiency Among Undergraduate Nursing Students: Application of Flipped Classroom Workshop Model

Manuscript writing is a critical skill for nursing professionals, yet many students face challenges due to limited learning opportunities. This study investigates the impact of a flipped classroom approach on enhancing manuscript writing and reference management competencies among nursing students. A quasi-experimental post-test only design without a control group was implemented, engaging 60 nursing students in an interactive flipped classroom program. Students explored course material before the workshop, fostering active participation and deeper engagement. Data collection included a knowledge assessment and a paper citation competency test posttraining. The average knowledge score was 7.36 (SD <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$=1.37$</tex>), with 51.60 % achieving good results, while 82 % of students met satisfactory standards for annotated bibliography tasks. These findings underscore the efficacy of the flipped classroom model in promoting research writing skills and suggest its potential for broader application in nursing education. However, targeted interventions are needed to support students scoring below average. This study highlights the importance of innovative teaching strategies in advancing nursing education.