The effect of social skills-based blended education on social adjustment, self-esteem and social skills among new nursing students: An experimental study
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View abstract on PubMed
Summary
This summary is machine-generated.A social skills-based blended education program significantly improved social adjustment and social skills in new nursing students. The intervention did not impact self-esteem, highlighting the program's targeted benefits for essential student competencies.
Area Of Science
- Nursing Education
- Social Sciences
- Educational Psychology
Background
- Social adjustment, self-esteem, and social skills are crucial for nursing students' academic and professional success.
- Blended education models offer a flexible approach to skill development in higher education.
Purpose Of The Study
- To evaluate the impact of a social skills-based blended education program on new nursing students.
- To assess changes in social adjustment, self-esteem, and social skills following the intervention.
Main Methods
- An experimental study involving 52 first-year undergraduate nursing students in Tehran, Iran.
- Participants were divided into control (n=26) and intervention (n=26) groups.
- A 10-session blended learning program focused on social skills, with data collected pre-intervention, immediately post-intervention, and one month later.
Main Results
- The intervention group showed significant improvements in social adjustment and social skills (P < 0.001).
- No significant changes in self-esteem were observed in the intervention group.
- The control group did not exhibit significant improvements in social adjustment or social skills.
Conclusions
- Social skills-based blended education is effective in enhancing social adjustment and social skills among new nursing students.
- Educational planners can utilize these findings to develop targeted blended learning strategies.
- Further research may explore the long-term effects and impact on self-esteem in different student populations.
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