Effect of traditional versus video-assisted problem-based learning on pediatric nursing students’ academic self-efficacy and self-directed learning: implications for pediatric patients care
TL;DR
Evidence is provided that both traditional and video-assisted PBL are effective in improving students’ learning outcomes, and video-assisted PBL is superior in enhancing knowledge, academic self-efficacy, and self-directed learning readiness, offering a more effective strategy for nursing education.
Abstract
High-quality pediatric care depends on well-prepared nursing students. Innovative educational strategies, such as problem-based learning (PBL), have gained recognition for their potential to enhance students’ self-efficacy and self-directed learning, which are essential for providing safe and effective care to children. This study aims to compare the effects of traditional PBL versus video-assisted PBL on pediatric nursing students’ academic self-efficacy and self-directed learning in order to explore their implications for pediatric patient care. An experimental research study was conducted at the Faculty of Nursing, Benha University. A systematic random sample of 150 pediatric nursing students was utilized. Participants were evaluated using a structured interviewing questionnaire for knowledge, the Academic Self-Efficacy Scale, and the Self-Directed Learning Readiness Scale. The study compared experimental groups (Traditional PBL and Video-assisted PBL) against a control group. Following the intervention, significant improvements were observed in total knowledge, academic self-efficacy, and self-directed learning readiness among both experimental groups compared with the control group (P < 0.001). The video-assisted PBL group achieved the highest post-intervention mean scores in total knowledge (77.30 ± 4.42), academic self-efficacy (72.16 ± 6.18), and self-directed learning readiness (118.38 ± 3.76), followed by the traditional PBL group (72.22 ± 6.96, 67.70 ± 7.78, and 113.84 ± 11.72, respectively), whereas the control group demonstrated the lowest scores (59.98 ± 12.89, 45.74 ± 5.88, and 84.86 ± 10.28, respectively). Post hoc analyses further confirmed that video-assisted PBL significantly outperformed traditional PBL and conventional teaching across all measured outcomes (P ≤ 0.001). This study provides evidence that both traditional and video-assisted PBL are effective in improving students’ learning outcomes. However, Video-assisted PBL is superior in enhancing knowledge, academic self-efficacy, and self-directed learning readiness, offering a more effective strategy for nursing education. Not applicable. ⚉ Video-assisted and traditional PBL improve pediatric nursing students’ knowledge and problem-based learning skills. ⚉ Video-assisted PBL significantly enhances self-directed learning readiness and academic competence. ⚉ Video-assisted PBL demonstrates superior educational outcomes compared with traditional PBL and conventional teaching. ⚉ Technology-supported PBL may improve the quality of pediatric nursing education and patient care