Nursing education is a training process aiming to provide both theoretical and psychomotor skills (Aksoy and Paslı Gurdoğan, 2022). With this training process, students are expected to develop psychomotor skills both at the level of knowledge and ability to practice (Moran et al., 2021). In this context, the implementation of a clear, memorable, technological and visually rich teaching method in the nursing education process is of great importance for academic success (Chen et al., 2020, O'Connor, 2023).

In the first year of their education, nursing students encounter a curriculum providing basic knowledge and skills (Hidalgo-Blanco et al., 2021, Lukić et al., 2023). One of the primary topics of this process is infection control, which is indispensable for healthcare (Bouchoucha et al., 2021, Chang et al., 2023). Improving knowledge and skills about infection control, especially the concept of asepsis, is a key for nursing students (Serpici et al., 2023). It is important to understand the concept of asepsis well and to improve psychomotor skills for asepsis practices during student years (Bouchoucha et al., 2021). These skills gained during this period are effective in preventing healthcare-associated infections and patient safety in care services (Chang et al., 2023). Both the theoretical infrastructure and the application dimension of the concept of asepsis should be reinforced with permanent teaching methods (Çonoğlu et al., 2022; Bıyık Bayram, 2019; O'Connor, 2023).

Today, several methods such as artificial intelligence supported trainings, simulation laboratories, gamified educational videos uploaded to smartphones, case-based learning, problem-based learning and blended learning styles are taking their place in education (Zhang et al., 2022, Zugai et al., 2022). This is because our current students have grown up in a rapidly evolving digital world. In order to realize a comprehensible education for this generation, it is necessary to leave the traditional education model and switch to an education model reinforced with digital materials (Rosa-Castillo et al., 2022). Therefore, the educational method should be composed of more memorable and fun methods providing convenience in concepts that are difficult to learn. One of these methods used today is the flipped learning model (Oğurlu, 2023, Özkan and Demirbağ, 2023).

The flipped learning model offers students and instructors a non-traditional teaching opportunity. It is based on the principle of integrating in-class activities outside the classroom and out-of-class teaching activities inside the classroom (Oğurlu, 2023). In the flipped learning approach, students receive study materials before class and prepare for the lesson, then they share basic knowledge in the classroom and improve the concepts taught according to the determined goals (Hwang et al., 2020; Qutob, 2022). Preparation before the lesson is also important for effective use of class time. The student is at the center of this learning method and the student assumes individual learning responsibility (Özkan and Demirbağ, 2023). Studies in the literature have confirmed that the flipped learning model as an active learning strategy is associated with improved student performance, reduced failure rate and better learning achievements (Bıyık Bayram, 2019; Çonoğlu et al., 2022; Dehghanzadeh and Jafaraghaee, 2018; Hwang et al., 2020). In the literature, there are studies examining flipped learning model with nursing students and concluded that the model was effective in improving students' problem solving, critical thinking, and communication skills (Dehghanzadeh and Jafaraghaee, 2018; Hwang et al., 2020; Ratta, 2015; Yacout and Shosha, 2016).

That the flipped learning modal has student-centered nature also brings about self-directed learning. Self-directed learning allows students to take responsibility for learning, plan, realize learning situations and evaluate their learning (Aşkın Tekkol and Demirel, 2018). Students who can manage their own learning process are individuals who can think at a high level and know how to access information (Bıyık Bayram, 2019). Students' willingness and openness to learn make them active in lifelong learning (Hwang et al., 2020; Aşkın Tekkol and Demirel, 2018). Determining self-directed learning skills of nursing students, as of all university students, will be guiding for both the academic performance of the students and the instructors.

In this study, it was aimed to evaluate the effect of the flipped learning model on the concept of asepsis and learning skills of nursing students. With the flipped learning, it is aimed to continue teaching outside the classroom. Increasing awareness by putting the student at the center, transferring the relevant learning to behavior, and repetitive lesson studies with professionally prepared materials are the other goals.