DOI: 10.4103/jehp.jehp_1201_25 ISSN: 2277-9531

Comparative analysis of two pedagogical approaches (E-Learning and modular learning) for teaching integrated sexual and reproductive health to nursing students

Jaswinder Kaur, Leena Pravil John, Jyoti Sarin
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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 (4 th year) and Post-basic Nursing (2 nd 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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