What does this research mean for the field?

A student-generated podcast intervention in nursing education significantly improves students' self-perceived knowledge and educational satisfaction, though it does not significantly enhance gameful engagement. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To evaluate the effect of producing student-generated maternal–child health podcasts on nursing undergraduates' self-perceived knowledge, educational satisfaction, and gameful engagement.

August 30, 2026Nursing ReportsOpen Access

Evaluation of the Impact and Satisfaction of Creating a Mother–Child Educational Podcast by University Nursing Students

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Authors

SMSergio Martínez‐Vázquez RPRocío Adriana Peinado‐Molina MDMaría Antonia Díaz-Ogallar

Discussion

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Overview

Quasi-experimental study demonstrates improved knowledge and satisfaction among nursing students creating maternal–child health podcasts, highlighting active digital media as an educational tool.

Key Points

To evaluate the effect of producing student-generated maternal–child health podcasts on nursing undergraduates' self-perceived knowledge, educational satisfaction, and gameful engagement.
Quasi-experimental study without randomization involving first-year nursing students working in small groups of 3–4 over a 4-week instructional framework.
Student teams created 5-to-7-minute educational podcasts on eight maternal–child health topics, evaluated via a 100-point rubric assessing accuracy, clarity, engagement, and technical quality.
Evaluated pre- and post-intervention self-administered questionnaires (N=130 valid paired responses) measuring self-perceived knowledge, satisfaction, and engagement via the 27-item Gameful Experience Scale (GAMEX).
Self-perceived knowledge significantly increased across all eight maternal–child health topics at post-intervention assessment (all Holm-adjusted p < 0.001).
Educational satisfaction outcomes remained statistically significant following Holm adjustment for general satisfaction (adjusted p = 0.036), fulfillment of expectations (adjusted p = 0.036), peer recommendation (adjusted p < 0.001), perceived importance of podcasting (adjusted p = 0.036), and perceived ease of setup (adjusted p = 0.005).
Nominal pre-adjustment increases in GAMEX Creative Thinking, Mastery, and overall scores were not statistically significant after Holm correction (adjusted p = 0.126, 0.234, and 0.158, respectively).

Cite This Study

Martínez‐Vázquez et al. (2026) studied this question.

synapsesocial.com/papers/6a93f0f56c1a8fb52e79d7ea https://doi.org/10.3390/nursrep16090306

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August 30, 2026Nursing ReportsOpen Access

Evaluation of the Impact and Satisfaction of Creating a Mother–Child Educational Podcast by University Nursing Students

View Full Paper

Ask AI

Bookmark

Authors

SMSergio Martínez‐Vázquez RPRocío Adriana Peinado‐Molina MDMaría Antonia Díaz-Ogallar

Discussion

Member takes

Overview

Quasi-experimental study demonstrates improved knowledge and satisfaction among nursing students creating maternal–child health podcasts, highlighting active digital media as an educational tool.

Key Points

To evaluate the effect of producing student-generated maternal–child health podcasts on nursing undergraduates' self-perceived knowledge, educational satisfaction, and gameful engagement.
Quasi-experimental study without randomization involving first-year nursing students working in small groups of 3–4 over a 4-week instructional framework.
Student teams created 5-to-7-minute educational podcasts on eight maternal–child health topics, evaluated via a 100-point rubric assessing accuracy, clarity, engagement, and technical quality.
Evaluated pre- and post-intervention self-administered questionnaires (N=130 valid paired responses) measuring self-perceived knowledge, satisfaction, and engagement via the 27-item Gameful Experience Scale (GAMEX).
Self-perceived knowledge significantly increased across all eight maternal–child health topics at post-intervention assessment (all Holm-adjusted p < 0.001).
Educational satisfaction outcomes remained statistically significant following Holm adjustment for general satisfaction (adjusted p = 0.036), fulfillment of expectations (adjusted p = 0.036), peer recommendation (adjusted p < 0.001), perceived importance of podcasting (adjusted p = 0.036), and perceived ease of setup (adjusted p = 0.005).
Nominal pre-adjustment increases in GAMEX Creative Thinking, Mastery, and overall scores were not statistically significant after Holm correction (adjusted p = 0.126, 0.234, and 0.158, respectively).

Cite This Study

Martínez‐Vázquez et al. (2026) studied this question.

synapsesocial.com/papers/6a93f0f56c1a8fb52e79d7ea https://doi.org/10.3390/nursrep16090306

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