Effect of Interleaved Learning Strategy on Nursing Students’ Time Management and Self-Efficacy

Background Interleaved learning, time management, and self-efficacy play a pivotal role nursing education. This study aimed to evaluate the effect of an interleaved learning strategy on nursing students’ time management and self-efficacy. Methods A quasi-experimental research design was utilized. The study was conducted at the Faculty of Nursing, Minia University. The study subjects consisted of 262 students divided equally into two equal groups: 131 students in the study group and 131 in the control group, selected using systematic random sampling. The intervention consisted of a structured 40-hour interleaved learning program delivered over five weeks using interactive teaching methods. Three tools were used for data collection: (I) Nursing Students’ Knowledge About Interleaved Learning Strategy Questionnaire, (II) Time Management Scale, and (III) General Self-Efficacy Subscale. Results The findings demonstrated that applying the interleaved learning strategy significantly improved nursing students’ knowledge, perception, time management, and self-efficacy compared with traditional teaching methods (p= 0.001). The magnitude of improvement was substantial, with large effect sizes observed for perception (Cohen’s d= 0.904), self-efficacy (Cohen’s d= 0.0.854) and time management (Cohen’s d=0.795), indicating a substantial improvement among the study group following the intervention. Conclusion Significant positive correlations were found between knowledge, perception of the interleaved learning strategy, time management, and self-efficacy. The findings indicate that interleaved learning may serve as an effective educational strategy in nursing education by enhancing both cognitive and professional competencies among nursing students.