ArticleBMC nursing2025
Effects of adapting comics into melodrama teaching method on enhancing self-directed learning ability and academic self-efficacy among undergraduate nursing students: a quasi-experimental study.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
backgroundSelf-directed learning (SDL) ability and high-level academic self-efficacy (ASE) are core competencies essential for undergraduate nursing students to navigate the rapidly evolving medical landscape. However, existing research indicates that their SDL and ASE levels generally remain at moderate levels, highlighting an urgent need for enhancement. Given the limitations of traditional teaching models in systematically fostering these competencies, the development of innovative teaching approaches that can both improve learning outcomes and cultivate these two core abilities has emerged as a central challenge in nursing education reform. PURPOSE: This study aimed to design a teaching method that adapts comics into melodrama, and verify its effectiveness in the context of undergraduate nursing students learning the Health Assessment course.
methodsA multidisciplinary teaching team was formed to design and implement the teaching method, and adopted a quasi-experimental research design with pre- and post-comparison.This study was implemented in the Spring semester of 2023 academic year in a Chinese university. A convenience cluster sampling method was used to select 109 sophomore undergraduate nursing students as participants. One class was randomly assigned as the experimental group (n = 63), which received the adapted comic-to-scenario teaching method, while the other class served as the control group (n = 63), receiving traditional lecture-based teaching. Questionnaires on Self-directed learning ability, learning engagement, academic self-efficacy, and humanistic care ability were used to measure students’ scores before and after the course. Paired t-tests were conducted for within-group pre- and post-course comparisons, while independent samples t-tests were conducted to analyze the results and evaluate learning outcomes.
resultsAfter applying this teaching method, the scores for self-directed learning ability, learning engagement, academic self-efficacy, and humanistic care ability in the experimental group were significantly higher than those in the control group.
conclusionAdapting comics into melodrama as a teaching method has a positive effect on undergraduate nursing students’ learning of Health Assessment courses. CLINICAL TRIAL NUMBER: Not applicable.
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.