Purpose: This is a group pretest-posttest design study that aim to examine the effect of smart problem-based learning (PBL) teaching method using flipped learning to meta-cognition, academic self-efficacy, and satisfaction level of nursing students. Method: The subjects were 76 students who took basic nursing practice, which is a major subject, from August 29 to December 13, 2018. A questionnaire was used to measure meta-cognition in web-based self-directed learning. The self-efficacy measurement used a scale consisting of self-regulating efficacy, task difficulty preference, and confidence. The measurement of practical satisfaction is a 5-point Likert scale that employs a questionnaire. Flipped learning uploaded a 10-minute lecture video, and the subjects learned through PC or smartphone. PBL teaching was developed in two modules: gavage and indwelling urinary tract. Results: Result showed a significant improvement of meta-cognition after education than before education (t=3.21, p=.043). Academic self-efficacy was not significantly changed before and after education. Practice satisfaction was significantly improved after training than before training (t=-2.19, p=.032). Conclusion: The smart PBL teaching method using flipped learning is an effective teaching and learning strategy for nursing majors. Nursing students with high meta-cognition will be able to perform well in their learning outcomes; therefore, this positive performance experience will enhance self-efficacy.

ABSTRACT
Ⅰ. 서 론
    1. 연구의 필요성
    2. 연구 목적
Ⅱ. 연구 방법
    1. 연구 설계
    2. 연구 기간 및 대상
    3. 윤리적 고려
    4. 측정 도구
    5. 진행 과정
    6. 자료 분석
Ⅲ. 연구 결과
    1. 일반적 특성의 동질성 분석
    2. 중재 시기에 따른 효과 비교
    3. 측정 변수간 상관관계 분석
Ⅳ. 논 의
Ⅴ. 결론 및 제언
참고문헌

• 김현영(삼육대학교 간호대학) | Hyeon-Young Kim (College of Nursing, Sahmyook University)
• 김미선(삼육대학교 간호학과 박사과정생) | Mi-Seon Kim (Graduate School of Sahmyook University, Department of Nursing)
• 정현철(삼육대학교 간호대학) | Hyeon-Cheol Jeong (College of Nursing, Sahmyook University) Corresponding Author