Trial reportBMC medical education2026
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.
Trial report in BMC medical education, 2026. 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
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundHigh-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.
objectiveThis 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.
methodsAn 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.
resultsFollowing 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).
conclusionThis 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 registrationNot 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.