Effectiveness of a TPACK-based Teaching Module for Nurse Educators on Nursing Students' Learning Outcomes Following Lesson Redesign: A Pre-Post Intervention Study.
DOI:
https://doi.org/10.70672/ceckfs47Keywords:
Educational technology, lesson design, Nursing educators, nursing students, professional development, TPACKAbstract
Background: Although various educators integrate technological, pedagogical, and content knowledge (TPACK) into their teaching, limited evidence exists on its use and effectiveness among nurse educators in relation to students’ learning outcomes. Objective: To evaluate the learning outcomes of nursing students following the implementation of lessons redesigned by nurse educators using a TPACK-based teaching module (TPACK-N). Method: A pre-post intervention study was conducted from March to June 2026, involving a single group of 63 nursing students taught by nurse educators who had completed six hours of training. The educators restructured lessons from their own teaching modules to align with TPACK-N materials. Assessments aligned with lesson objectives were administered before and after the redesigned teaching, and scores were converted to percentages. Paired differences were examined using a two-tailed paired-samples t-test, with Cohen’s dz used to estimate effect size. Results: The paired difference scores did not significantly deviate from normality (Shapiro–Wilk W = .970, p = .134). The mean pre-test score was 73.46 (SD = 7.09), increasing to 88.70 (SD = 7.49) at post-test. The mean increase was 15.24 points (95% CI: 14.33–16.14), t(62) = 33.60, p < .001. The within-participant effect size was large (Cohen’s dz = 4.23, 95% CI: 3.45–5.01). Conclusion: The intervention used in this study improved students' learning outcomes. Further controlled studies with larger and more diverse cohorts are recommended to confirm causality and evaluate longer-term outcomes in nursing education.
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