Integrated learning materials and video-selfie pedagogy for enhancing gerontological assessment attitudes and skills among nursing students in Tanzania: a longitudinal quasi-experimental study

Abstract

Global demographic shifts toward an ageing population have established older adult care as an urgent public health priority. Because aging brings complex medical and psychosocial vulnerabilities, nurses should have robust clinical proficiencies. However, persistent geriatric assessment and care competence gaps among graduating nurses are frequently linked to the limitations of traditional/conventional pedagogical approaches. This study aimed to determine the effects of Integrated Gerontological Assessment Learning Materials (IGALM) and Video-Selfie Pedagogy (VSP) on enhancing gerontological assessment attitudes and skills among nursing students in Tanzania. A longitudinal controlled quasi-experimental design with pre-test, immediate post-test, and one-month retention assessments was employed. A total of 198 nursing students were included in the study and allocated across three study arms (66 per arm): a control group receiving standard (didactic) instructional pedagogy, a pure VSP group, and a hybrid VSP group combining IGALM and VSP. Data were collected using structured assessment tools, screened for multicollinearity, and analyzed using IBM SPSS (Version 27). Analysis of covariance (ANCOVA) and linear mixed models were utilized to estimate net intervention effects while controlling for baseline scores and covariates at 95% confidence interval (CI) and 5% (α = 0.05) significance level. The mean age for nursing students was 20.05 ± 1.818 years, and 89.4% were female. Compared to the control group, both the hybrid and pure VSP groups demonstrated significant improvements in gerontological assessment skills and attitude score change at immediate and one-month follow-up. Specifically, the hybrid VSP group showed the most significant gains ( β = 19.786, p = 0.002 for primary skill outcome; β = 8.384, p = 0.001 for attitude change), followed by the pure VSP group ( β = 6.821, p = 0.003 and β = 6.179, p = 0.023, respectively). The regression analysis established that the students’ National Technical Awards (NTA) level of education was a significant predictor associated with gerontological assessment skills ( AOR = 1.190, p = 0.031). The integration of IGALM and VSP is a highly practical, effective, and acceptable educational strategy for nursing training. The hybrid VSP intervention model yielded higher skill acquisition and retention compared to pure VSP or standard didactic instruction. Health professionals training institutions should adopt IGALM and VSP to foster self-directed learning and enhance nursing students’ competence in gerontological assessment.