Journal of education and health promotion · 2026
Mobile-based blended learning improves human papillomavirus vaccine knowledge among nursing students: An experimental study.
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Chaturvedi Sakshi, Chaudhary Neeti, Bhawana, Chaturvedi Chakrapani, Rashmi Himadri, Verma Shruti, Chhangani Shalini
Аннотация
BACKGROUND: Human papillomavirus (HPV) vaccination represents an important opportunity for cervical cancer prevention, yet knowledge gaps among healthcare students may limit its potential impact. Nursing students, as future health advocates, require comprehensive understanding to effectively promote vaccination programs. The aim of the study was to know how mobile-based blended learning could enhance nursing students' knowledge and attitudes toward HPV vaccination.
MATERIALS AND METHODS: This experimental study involved 200 B.Sc. nursing students studying in selected institutes of India. Using a pretest-post-test design, we assessed knowledge (12 items) and attitudes (5 items) through validated questionnaires. Using a blended learning approach, 2-week intervention combined mobile-delivered educational videos via social media platforms with interactive classroom discussions. Follow-up evaluation occurred 15 days postintervention.
RESULTS: The intervention demonstrated encouraging outcomes. Knowledge scores increased significantly by 24.1% (5.76 ± 2.60 to 7.15 ± 2.60, P = 0.001) with a moderate effect size (Cohen's d = 0.54). Four knowledge domains remained significant after Bonferroni correction. Attitude scores showed positive trends (9.81 ± 2.63 to 11.28 ± 3.68, P = 0.214) without reaching statistical significance.
CONCLUSION: Mobile-based blended learning appears to offer a valuable approach for enhancing nursing students' HPV vaccination knowledge with sustained benefits. These findings suggest that technology-enhanced educational strategies may help prepare future healthcare providers to more effectively support cervical cancer prevention efforts.
MATERIALS AND METHODS: This experimental study involved 200 B.Sc. nursing students studying in selected institutes of India. Using a pretest-post-test design, we assessed knowledge (12 items) and attitudes (5 items) through validated questionnaires. Using a blended learning approach, 2-week intervention combined mobile-delivered educational videos via social media platforms with interactive classroom discussions. Follow-up evaluation occurred 15 days postintervention.
RESULTS: The intervention demonstrated encouraging outcomes. Knowledge scores increased significantly by 24.1% (5.76 ± 2.60 to 7.15 ± 2.60, P = 0.001) with a moderate effect size (Cohen's d = 0.54). Four knowledge domains remained significant after Bonferroni correction. Attitude scores showed positive trends (9.81 ± 2.63 to 11.28 ± 3.68, P = 0.214) without reaching statistical significance.
CONCLUSION: Mobile-based blended learning appears to offer a valuable approach for enhancing nursing students' HPV vaccination knowledge with sustained benefits. These findings suggest that technology-enhanced educational strategies may help prepare future healthcare providers to more effectively support cervical cancer prevention efforts.