Aminath Rinzy

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.

A mixed-methods sequential explanatory study examined nursing students' experiences of a learning environment across three Maldivian nursing institutes. Aim to identify how TPACK-designed lesson redesign shaped students' learning experiences and to interpret these experiences through TPACK-in-context model. Paired outcome data (N=63) showed a significant increase in score (from 73.46 to 88.70, p<.001). This was followed by thematic analysis done with subsets of 26 students through focus group discussions and revealed alignment among content, pedagogy, and nursing content with a context-responsive learning environment. TPACK-informed teaching functions best as a context-responsive learning-environment redesign, extending TPACK-XK toward a proposed TPACK-N framework for nursing education.

Anaemia during pregnancy continues to be a major public health concern worldwide, affecting a substantial proportion of expectant mothers and contributing to adverse maternal and neonatal outcomes. This scoping review explores the role of antenatal education in reducing the risk of anemia by examining the types of educational strategies used, their reported outcomes, and existing gaps in current practice. The review was guided by the Arksey and O’Malley framework and reported in line with PRISMA-ScR recommendations. Relevant experimental studies published between 2000 and 2024 were identified from four electronic databases. Following a rigorous screening process, 11 studies were included. Overall, the findings suggest that antenatal education delivered through approaches such as community-based counseling, digital communication, visual or art-based methods, and home visits can improve maternal knowledge, increase adherence to iron and folic acid supplementation, and raise hemoglobin levels. However, the effectiveness of these interventions appears to vary depending on contextual factors, including cultural background, literacy levels, and the extent to which behavioural theories are applied. In conclusion, while antenatal education shows clear potential in reducing anaemia risk, future interventions should place greater emphasis on theory-driven design, cultural relevance, and long-term evaluation. Digital platforms, in particular, may offer practical opportunities to enhance accessibility and engagement, especially in resource-limited settings.