Other Titles
Evaluating the Impact of Interactive Virtual Modules on Mental Health Content Mastery Innovative Teaching method to Improve Student Learning Outcomes [Title Slide]
Abstract
Introduction: In today's rapidly evolving technological landscape, education must adapt to effectively engage students and enhance learning outcomes. As technology becomes increasingly integrated into daily life, it is essential to reevaluate teaching strategies to align with students’ preferences and improve academic performance. Utilizing virtual active learning pre-lecture assignments have shown to increase student engagement for learning. This study aims to investigate the effectiveness of pre-lecture virtual assignments and their impact on student achievement, as measured by content mastery assessment levels, in an undergraduate mental health nursing course.
Methods: This study retrospectively analyzes content mastery assessment data from four cohorts of third-semester mental health nursing students at a local undergraduate nursing program: Fall 2022, Spring 2023, Fall 2023, and Spring 2024. The content mastery assessment levels at the end of the semesters were used to compare levels among the four cohorts. The content mastery levels provide students with probability of passing the Mental Health course content in National Council Licensure Examination (NCLEX).
Results: Cohorts without interactive learning modules as pre-lecture assignments scored 17.79% for below level 1, 33.05% for level 1, 46.19% for level 2, and 2.97% for level 3. In comparison, cohorts with interactive learning modules as pre-lecture assignments scored 4.35% for below level 1, 29.25% for level 1, 65.22% for level 2, and 1.19% for level 3. Indicating significant improvement in level 2, which indicates increased probability of students passing the NCLEX. The results also indicate significant decrease in below level 1, which indicates decrease in probability of students not passing the NCLEX.
Conclusion: Inclusion of pre-lecture interactive assignments significantly improved the number of students who scored level 2, indicating higher probability of passing the mental health content on the NCLEX. Although there were fewer students who scored level 3, overall probability of passing NCLEX was increased as majority of the students in Fall 2023 and Spring 2024 scored level 2 or level 3. Comparing below level 1 or level 1 between the two groups of cohorts also indicated improvement as fewer students scored below level 1 or level 1, indicating decrease in the number of students who may not be successful on the mental health content on NCLEX.
Notes
References:
Alsaeedi, Z.S., Ngadiran, N.B., Kadir, Z.A., & Altowayti, W.A. (2021). An Overview of Reading Habits and Medium Preference Among University Students. International Congress of Advanced Technology and Engineering (ICOTEN), 1-5. https://doi.org/10.1109/ICOTEN52080.2021.9493486
Fisher, R., Perényi, Á., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance, and satisfaction. Active Learning in Higher Education, 22(2), 97-113. https://doi.org/10.1177/1469787418801702
Han, E., & Klein, K. C. (2019). Pre-Class Learning Methods for Flipped Classrooms. Am J Pharm Educ, 83(1), 6922. https://doi.org/10.5688/ajpe6922
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. J Clean Prod, 325 (2021). https://doi.org/10.1016/j.jclepro.2021.129318
Jovanovic, J., Mirriahi, N., Gasevic, D., Dawson, S., & Pardo, A. (2019). Predictive power of regularity of pre-class activities in a flipped classroom. Computers & Education, 134(2019), 156-168. https://doi.org/10.1016/j.compedu.2019.02.011
Pulukuri, S., & Abrams, B. (2021). Improving Learning Outcomes and Metacognitive Monitoring: Replacing Traditional Textbook Readings with Question-Embedded Videos. J Chem Educ, 98(2021), 2156-2166. https://doi.org/10.1021/acs.jchemed.1c00237
Van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28(2019). https://doi.org/10.1016/j.edurev.2019.05.003
Sigma Membership
Epsilon Omega
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Cohort
Research Approach
Mixed/Multi Method Research
Keywords:
Teaching and Learning Strategies, Virtual Learning, Theory, Nursing Education
Recommended Citation
Scott, Kunwal Molwani, "Evaluating the Impact of Interactive Virtual Modules on Mental Health Content Mastery Assessment" (2025). International Nursing Research Congress (INRC). 20.
https://www.sigmarepository.org/inrc/2025/presentations_2025/20
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Evaluating the Impact of Interactive Virtual Modules on Mental Health Content Mastery Assessment
Seattle, Washington, USA
Introduction: In today's rapidly evolving technological landscape, education must adapt to effectively engage students and enhance learning outcomes. As technology becomes increasingly integrated into daily life, it is essential to reevaluate teaching strategies to align with students’ preferences and improve academic performance. Utilizing virtual active learning pre-lecture assignments have shown to increase student engagement for learning. This study aims to investigate the effectiveness of pre-lecture virtual assignments and their impact on student achievement, as measured by content mastery assessment levels, in an undergraduate mental health nursing course.
Methods: This study retrospectively analyzes content mastery assessment data from four cohorts of third-semester mental health nursing students at a local undergraduate nursing program: Fall 2022, Spring 2023, Fall 2023, and Spring 2024. The content mastery assessment levels at the end of the semesters were used to compare levels among the four cohorts. The content mastery levels provide students with probability of passing the Mental Health course content in National Council Licensure Examination (NCLEX).
Results: Cohorts without interactive learning modules as pre-lecture assignments scored 17.79% for below level 1, 33.05% for level 1, 46.19% for level 2, and 2.97% for level 3. In comparison, cohorts with interactive learning modules as pre-lecture assignments scored 4.35% for below level 1, 29.25% for level 1, 65.22% for level 2, and 1.19% for level 3. Indicating significant improvement in level 2, which indicates increased probability of students passing the NCLEX. The results also indicate significant decrease in below level 1, which indicates decrease in probability of students not passing the NCLEX.
Conclusion: Inclusion of pre-lecture interactive assignments significantly improved the number of students who scored level 2, indicating higher probability of passing the mental health content on the NCLEX. Although there were fewer students who scored level 3, overall probability of passing NCLEX was increased as majority of the students in Fall 2023 and Spring 2024 scored level 2 or level 3. Comparing below level 1 or level 1 between the two groups of cohorts also indicated improvement as fewer students scored below level 1 or level 1, indicating decrease in the number of students who may not be successful on the mental health content on NCLEX.
Description
The abstract summarizes the study conducted in an undergraduate mental health class to analyze the impact of administering pre-lecture interactive assignments instead of traditional reading assignments on content mastery assessment at the end of the semester. The results indicated that inclusion of virtual interactive modules had significant impact, which was evidenced by the improvement in the content mastery assessment level scores.