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Comparative analysis of two pedagogical approaches (E-Learning and modular learning) for teaching integrated sexual
Jaswinder Kaur1, Leena Pravil John2,3, Jyoti Sarin2
1Department of Obstetrical Nursing, Maharishi Markandeshwar College of Nursing, Mullana, Ambala, Haryana, India.
Background:
Sexual and reproductive health (SRH) education is an essential component of nursing curricula; however, optimal teaching methodologies are still debated. This study evaluated the comparative effectiveness of e-learning and modular learning approaches in improving the knowledge and decision-making skills regarding Integrated Sexual and Reproductive Health (ISRH) among nursing students.
Materials And Methods:
A quasiexperimental pretest-posttest design was used with 68 nursing students from a B.Sc. Nursing (4th year) and Post-basic Nursing (2nd year) programs. Participants were assigned to either the e-learning group (n = 34) or modular learning group (n = 34). The e-learning group used a UNFPA-designed online module, whereas the modular group received equivalent traditional classroom instructions. Both interventions spanned 4 days, covering the Introduction to ISRH, Family Planning, Safe Abortion and Reproductive Rights, and Maternal Health topics. Validated questionnaires were used to assess knowledge and decision-making abilities before and 15 days after intervention.
Results:
Significant improvements in knowledge scores were observed in both the e-learning (mean pretest: 14.97 ± 3.88; post-test: 20.06 ± 3.95; ((t (62) =3.21, p = 0.002, 95% CI 0.72-2.98))) and modular learning groups (mean pre-test: 16.61 ± 3.85; post-test: 20.79 ± 3.59; ((t (62) =3.21, p=0.002, 95% CI 0.72-2.98))). Decision-making abilities improved significantly in the e-learning group (7.29 ± 2.61 to 12.81 ± 2.46; ((t (62) =3.21, p = 0.002, 95% CI 0.72-2.98))) and modular group (7.82 ± 2.28 to 12.36 ± 2.88; ((t (62) =3.21, p = 0.002, 95% CI 0.72-2.98))). Between-group comparisons revealed no statistically significant differences in the post-test knowledge (p = 0.446) or decision-making (p = 0.513) scores, indicating equivalent effectiveness.
Conclusion:
E-learning and modular learning methods were equally effective in improving nursing students' ISRH knowledge and decision-making skills. Institutions may choose between these approaches based on resource availability and learner preferences without compromising educational outcomes.
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