Aim: To examine the impact of MOOC-based flipped classroom instruction in surgical nursing curricula. Methods: It was determined by the random number table approach that 99 students in class 1 and class 2 were the experimental group and 99 students in the control group for the nursing undergraduates of grade 2017 at our school of nursing. Based on the MOOC idea, the experimental group used a flipped classroom teaching method in their classrooms. A comparison was made between the two groups in terms of their assessment scores, evaluations, self-evaluation, and teaching satisfaction. Results: The experimental group scored considerably better on theoretical knowledge and competence operation than the control group (P0.05). Students in the experimental group were more satisfied with the teaching techniques they were given, their excitement for learning, their ability to integrate material, and their overall learning experience than those in the control group (P 0.05). There was a statistically significant difference between the experimental and control groups in terms of self-management, case analysis, team interaction, and information literacy (P0.05). In the experimental group, 96.97 percent of participants were satisfied, whereas in the control group, 85.86 percent were satisfied (P0.05). Learning outcomes for surgical nursing students are improved by the use of a MOOC-based flipped classroom approach that emphasises selfmanagement and critical thinking skills development, both of which may be enhanced through the use of the flipped classroom model.

MOOC concept; flipped classroom; surgical nursing; teaching.