2026· Investigación y Educación en Enfermería· Vol 44· 0 citations· 9 references
TL;DR
Art-based learning significantly enhanced attention, engagement, and immediate learning outcomes in pathology education among undergraduate nursing students and may serve as an effective complementary strategy to traditional teaching by transforming abstract pathology concepts into meaningful, memorable learning experiences.
Abstract
Objective.To evaluate the effect of an Art-Based Learning activity on attention, engagement, and immediate learning outcomes in pathology education among undergraduate nursing students. Methods.A post-test-only pre-experimental study was conducted among 85 second-year nursing students in South India (October 2025). During a pathology lecture on thrombosis, students participated in an unannounced 30-minute Art-Based Learning activity representingthrombus formation through poems, stories, riddles, drawings, and comics. Learning outcomes were assessed immediately using a formative knowledge tool and an Attention & Engagement Scale. Results.The mean knowledge score was 8.9 (Maximum possible= 10), indicating strong immediate learning. Engagement levels were consistently high across all scale items (4.24 to 4.48 of 5of maximum possible), indicating strong student involvement in the learning activity. Conclusion.Art-based learning significantly enhanced attention, engagement, and immediate learning outcomes. Art-Based Learning may serve as an effective complementary strategy to traditional teaching by transforming abstract pathology concepts into meaningful, memorable learning experiences.
To capture the full value of active methods, instructional design must address this imbalance, prioritizing not only cognitive engagement but also efforts to strategically mitigate the perception of excessive workload so that increased rigor fully translates into positive affective and learning outcomes.
Nor Azmaniza Azizam, Dilla Syadia Ab Latiff, Nor Intan Shamimi Abdul Aziz et al.· International journal of res...· 0 citations
Aim: To evaluate the effect of a student-generated podcast intervention focused on maternal–child health topics on nursing students’ self-perceived knowledge, educational satisfaction, and gameful engagement. Introduction: Health education is essential for promoting healthy lifestyles and preventing disease, making the acquisition of effective communication skills vital for nursing undergraduates. While digital audio media and podcasts are increasingly popular pedagogical tools, traditional applications rely on passive listening. Student-generated podcast production represents an active learning approach that may enhance engagement, communication skills, and content synthesis. Design: Quasi-experimental study without randomization. Methods: The intervention was conducted across a 4-week framework comprising 8 contact hours of faculty guidance alongside independent teamwork. First-year nursing students organized into small collaborative groups (3–4 peers) received initial training on digital audio pedagogy, metadata, and production. Teams developed 5-to-7-min podcast capsules addressing eight evidence-based maternal–child health themes. Faculty provided structured formative checkpoints for script clinical validation and technical audio editing guidance. All completed podcasts were evaluated using a 100-point rubric assessing scientific accuracy (35%), communication clarity (25%), narrative engagement (20%), and technical quality (20%); thirty top-scoring episodes were selected for public radio broadcasting. Pre-and post-intervention self-administered questionnaires measured self-perceived knowledge across all eight topics, educational satisfaction, and gameful experience via the validated 27-item Gameful Experience Scale (GAMEX). Results: A total of 130 valid questionnaires were analysed at each assessment point. Self-perceived knowledge was higher at the post-intervention assessment across all eight topics (all Holm-adjusted p < 0.001). After Holm correction, general podcast satisfaction (adjusted p = 0.036), fulfilment of expectations (adjusted p = 0.036), recommendation to friends or family (adjusted p < 0.001), perceived importance of podcasting for maternal health (adjusted p = 0.036), and perceived ease of setting up a podcast (adjusted p = 0.005) remained statistically significant. Creative Thinking, Mastery, and the overall GAMEX score were nominally higher before multiplicity adjustment, but none remained statistically significant after Holm correction (adjusted p = 0.126, 0.234, and 0.158, respectively). Conclusions: Student-generated podcasting was associated with higher self-perceived knowledge and favourable appraisal on several educational outcomes. GAMEX differences were exploratory after Holm correction.
Sergio Martínez-Vázquez, Rocío Adriana Peinado-Molina, María Antonia Díaz-Ogállar et al.· Nursing Reports· 0 citations
Learning effectiveness in higher education continues to be a significant concern, particularly in learning environments that still rely heavily on lecture-based instruction. Although such approaches allow for efficient content delivery, they often limit student engagement and reduce opportunities for meaningful learning. This study aims to explore how active learning approaches can enhance learning effectiveness from the perspective of university students.A qualitative research design was employed to capture students’ experiences and perceptions of active learning. The study involved university students who participated in learning activities such as group discussions, collaborative tasks, problem-solving exercises, and reflective practices. Data were collected through classroom observations, reflective writings, and semi-structured interviews. The findings indicate that active learning fosters higher levels of engagement, encourages participation, and promotes deeper understanding of learning materials. Students also reported increased confidence in expressing ideas and a greater sense of responsibility toward their learning. In addition, active learning was found to support the development of critical thinking and the ability to connect theoretical concepts with real-life situations.Overall, this study highlights that active learning contributes to more effective and meaningful learning experiences by creating interactive, student-centered environments. It suggests that integrating active learning into higher education can support sustained engagement and improved learning outcomes
Vivi Ayu Lestari, Arif Budimansyah Purba, Ahmad Najib Mutawally et al.· Jurnal Pengabdian Masyarakat...· 0 citations
INTRODUCTION
Engaging students in research and evidence-based practice (EBP) is a persistent challenge in health professions education. Active learning strategies can enhance understanding and application of EBP principles, yet evidence from undergraduate physiotherapy education, particularly in Latin America, remains limited.
AIM
The aim of this study was to examine changes in beliefs, attitudes, self-perceived skills, and reported frequency of use related to EBP learning outcomes among undergraduate physiotherapy students in Argentina participating in a Research Methodology course that incorporated an active learning program.
METHODS
A quasi-experimental pre-post design without randomization or a control group was implemented during a 16-week Research Methodology course at a public university. In total, 43 students completed baseline assessments, while 38 completed the study and were included in the final analysis (11.6% attrition). The active learning program combined weekly face-to-face sessions, group discussions, presentations, and feedback using student-selected research articles. Outcomes were assessed using a self-administered EBP questionnaire (beliefs, attitudes, self-perceived skills, and reported frequency of use), the Spanish version of the Utrecht Work Engagement Scale-Student (UWES-S), and a satisfaction survey.
RESULTS
Large improvements were observed in self-perceived EBP skills (d = 1.6, p < 0.001) and reported frequency of use (d = 1.97, p < 0.001). Changes in beliefs (d = 0.18, p = 0.27) and attitudes (d = 0.20, p = 0.23) were small and not statistically significant. Academic engagement showed a small but statistically significant overall increase (d = 0.37, p = 0.03), mainly driven by improvements in the vigor (d = 0.38, p = 0.02) and dedication (d = 0.35, p = 0.03) dimensions. Overall satisfaction with the program was 89.5%.
CONCLUSION
Participation in the active learning program was associated with higher self-perceived EBP skills and reported frequency of use, although changes in attitudes and beliefs were limited.
SPANISH ABSTRACT
https://links.lww.com/IJEBH/A687.
M. Andreu, Marco Ostolaza, D. H. Verdecchia et al.· JBI evidence implementation· 0 citations
PURPOSE/OBJECTIVES
Active learning methodologies have been increasingly adopted in dental education to promote student engagement and improve learning outcomes. Gamification has emerged as a promising strategy; however, evidence regarding its effectiveness in oral radiology education remains limited. This study aimed to evaluate the effectiveness of a gamified instructional activity, used in combination with traditional teaching, in undergraduate oral radiology courses.
METHODS
This mixed-methods, single-group pre-/post quasi-experimental study was conducted with 68 undergraduate dental students enrolled in Oral Radiology I and II at Pontifícia Universidade Católica de Minas Gerais. In addition, a historical control group of 64 students from the previous academic year, who received only conventional lecture-based instruction, was included for comparison. Students completed an assessment following traditional lecture-based instruction and a second assessment after participation in a gamified activity (Power Radio). Data followed a non-normal distribution; therefore, the Wilcoxon signed-rank test was used for paired comparisons within the current cohort, and the Mann-Whitney U test was used for comparisons between the current cohort and the historical control. Student perceptions of the gamified activity were collected through qualitative feedback.
RESULTS
Mean assessment scores increased significantly after the gamified intervention in both Oral Radiology I (from 5.6 to 8.6) and Oral Radiology II (from 4.8 to 8.1) (p < 0.0001). No statistically significant differences were observed between male and female students. Most participants (96.1%) reported that the gamified activity was an effective didactic resource and described increased motivation, engagement, and perceived learning benefits.
CONCLUSIONS
Gamification, when used as a complementary strategy alongside traditional instruction, was associated with improved academic performance and positive student perceptions in undergraduate oral radiology courses. These findings support the integration of structured gamified activities as a potentially beneficial approach to enhance engagement and reinforce learning in dental education.
Natália Myrrha Melo, L. Rodrigues, Luisa Simões Silva et al.· Journal of Dental Education· 0 citations