Academic Journal
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.
| Τίτλος: | 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. |
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| Συγγραφείς: | Goda FAE; Pediatric Nursing Department, Faculty of Nursing, Benha University, Benha, Egypt. f.gouda62651@fnur.bu.edu.eg., Sabaq AG; Pediatric Nursing Department, Faculty of Nursing, Benha University, Benha, Egypt., Abdullah RM; Pediatric Nursing Department, Faculty of Nursing, Benha University, Benha, Egypt. |
| Πηγή: | BMC medical education [BMC Med Educ] 2026 Aug 11; Vol. 26 (1). Date of Electronic Publication: 2026 Aug 11. |
| Τύπος έκδοσης: | Journal Article; Comparative Study; Randomized Controlled Trial |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: London : BioMed Central, [2001- |
| Ιατρικοί όροι (MeSH): | Problem-Based Learning*/methods , Pediatric Nursing*/education , Students, Nursing*/psychology , Self Efficacy* , Self-Directed Learning as Topic*, Humans ; Male ; Female ; Video Recording ; Surveys and Questionnaires ; Adult ; Young Adult |
| Περίληψη: | Background: 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. Objective: 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. Methods: 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. Results: 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). Conclusion: 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. Trial Registration: Not applicable. (© 2026. The Author(s).) |
| Competing Interests: | Declarations. Ethics approval and consent to participate: Prior to data collection, ethical approval was obtained from the Scientific Research Ethical Committee, Faculty of Nursing, Benha University (Approval No: REC-PN.P77). Written informed consent was obtained from all participating students after providing a clear explanation of the study’s purpose, procedures, and expected outcomes in simple and understandable terms. Participation was entirely voluntary, and students were informed of their right to withdraw from the study at any time without any consequences. Confidentiality and anonymity were strictly maintained by coding the data. Participants were assured that all collected information would be used solely for research purposes and would not be reused without their explicit permission. All procedures performed in this study involving human participants were conducted in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki Declaration and its later amendments. Consent for publication: Not applicable. Competing interests: The authors declare that they have no competing interests. |
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| Contributed Indexing: | Keywords: Academic Self-Efficacy; Pediatric Nursing; Problem-Based Learning (PBL); Self-Directed Learning Readiness |
| Entry Date(s): | Date Created: 20260813 Date Completed: 20260813 Latest Revision: 20260815 |
| Update Code: | 20260815 |
| PubMed Central ID: | PMC13465185 |
| DOI: | 10.1186/s12909-026-10037-9 |
| PMID: | 42587289 |
| Βάση Δεδομένων: | MEDLINE |
| ISSN: | 1472-6920 |
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| DOI: | 10.1186/s12909-026-10037-9 |