Multimodal interprofessional education vs. digital learning: enhancing Mpox preparedness in Saudi nursing students

Area of Science:

• Public Health
• Medical Education
• Infectious Disease Preparedness

Background:

• The global monkeypox (Mpox) outbreak necessitates enhanced healthcare workforce readiness.
• Nursing students require structured training for emerging infectious disease response.
• Existing digital learning may not sufficiently prepare students for outbreaks.

Purpose of the Study:

• To evaluate a multimodal interprofessional educational intervention versus digital-only learning for Mpox preparedness in Saudi nursing students.
• To assess improvements in knowledge, confidence, attitudes, and self-reported practices.
• To apply the Health Belief Model and Kolb's Experiential Learning Theory.

Main Methods:

• Quasi-experimental design with propensity score matching (n=480).
• Comparison of a multimodal intervention (digital + workshops) with digital-only learning.
• Validated instruments measured Mpox knowledge, confidence, attitudes, and practices.

Main Results:

• The multimodal group showed significantly greater improvements in all outcome measures (p < 0.01).
• Knowledge gains were sustained at 4-month follow-up.
• Large effect sizes observed for confidence (d=0.78) and medium for knowledge (d=0.62), attitudes (d=0.58), and practices (d=0.65).

Conclusions:

• Multimodal interprofessional education enhances nursing students' Mpox preparedness.
• Experiential learning is crucial for improving applied knowledge and self-efficacy.
• Integrating such approaches into nursing curricula strengthens response to infectious disease threats.