ArticleBMC nursing2025
The effects of microlearning on the fertility knowledge and attitude of Iranian nursing students: an interventional study.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionDespite the fact that fertility awareness is essential for making informed reproductive decisions, fertility training is still ignored in reproductive health guidelines. It is assumed that by improving fertility knowledge among students as important members of health care providers and also people who will experience parenthood soon, involuntary childlessness and the personal and social cost of infertility will decrease. This study aimed to create educational content and also explore how microlearning influences the knowledge and fertility attitudes of both male and female nursing students.
methodA one-group pre-test and post-test design was employed in this intervention study. Using the convenience sampling method, 90 nursing students in one medical sciences university in Iran were included in different semesters. Educational content related to fertility knowledge was presented in the form of microlearning (motion graphics), and each one was repeated 3 times through Telegram. Before, and immediately after and one month after the completion of the training course, knowledge evaluation was done through the Cardiff questionnaire. Fertility attitude was done only for female students before and immediately after. The Friedman test, generalized estimating equations (GEE), and paired t-test were used to analyze data.
resultsThere was a significant difference in the mean fertility knowledge before training (8.4 ± 1.97) and immediately after training (9.95 ± 1.68) (p < 0.001) and in the second measurement after training (9.95 ± 1.68)(p < 0.001). However, no significant difference was observed in the mean fertility knowledge immediately after the training and in the second measurement after the training (p = 0.69), which indicates the persistence of knowledge over time. The findings showed that educational intervention significantly increased the attitude of female students towards fertility(p < 0.05).
conclusionThe findings of this study confirm the importance and impact of educational interventions on students' fertility knowledge and attitudes, especially through technological methods and with creative and attractive approaches. It is recommended that these interventions be implemented on a large scale in higher education institutions as an effort to improve the fertility knowledge of young people of reproductive age and be criticized and evaluated.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.