Microlearning versus traditional instruction for improving nursing students’ knowledge and beliefs about autism spectrum disorder: a quasi-experimental study

Background Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by persistent difficulties in social communication and interaction, along with restricted or repetitive behaviors and interests. Microlearning presents educational content in short, focused units and may facilitate knowledge acquisition and retention. Adequate knowledge and positive beliefs about ASD are important for nurses to provide individualized and evidence-based care. Methods A quasi-experimental, non-equivalent control group pretest–posttest design was conducted to evaluate the effectiveness of microlearning compared with traditional instruction in improving nursing students’ knowledge and beliefs regarding ASD. The study included 140 undergraduate nursing students at Irbid National University, Jordan. A convenience sampling technique was used. Students were assigned according to their existing class sections, academic and clinical schedules to either the microlearning group ( n = 70) or the traditional instruction group ( n = 70). Data were collected using three online tools: Tool I, a structured questionnaire for students’ characteristics and previous ASD-related educational exposure; Tool II, an ASD knowledge questionnaire; and Tool III, an ASD beliefs questionnaire. A post-test was administered one month after completion of the intervention. Results Mixed-design repeated-measures ANOVA showed significant improvements in knowledge and beliefs over time in both groups ( p < 0.001). Significant time × group interactions were observed for knowledge (F(1,138) = 24.23, p < 0.001, partial η² = 0.149) and beliefs (F(1,138) = 14.73, p < 0.001, partial η² = 0.096), indicating greater improvements in the microlearning group than in the traditional instruction group. Conclusion Microlearning was associated with greater improvements in nursing students’ knowledge and beliefs regarding ASD compared with traditional instruction. These findings suggested that microlearning may be a useful educational approach for enhancing nursing students’ preparation to provide evidence-based care for children with ASD. Clinical trial number Not applicable.