Integrating Active Learning Methodologies into Clinical Nutrition Education for Nursing Students: A Quasi-Experimental Study

Abstract

Background: Clinical nutrition is essential in nursing care, with nurses playing a key role in supporting patients' dietary needs. Aim: To assess the impact of active learning methodologies on clinical nutrition education, focusing on knowledge retention among nursing students. Methods: Using a quasi-experimental research design, we enrolled 131 s-year nursing students. Both groups attended an eight-hour seminar on clinical nutrition, incorporating critical thinking. The experimental group had prior exposure to active learning and ICT in their first-year course, while the control group received traditional teaching. Knowledge was assessed using a validated questionnaire on basic and clinical nutrition. Results: The experimental group scored higher in both basic and clinical nutrition, indicating that active learning improves immediate learning and long-term retention. One year later, they retained significant knowledge, particularly regarding nutrient-disease relationships. Conclusions: Active learning, particularly critical thinking, enhances short- and long-term outcomes in clinical nutrition education. Future studies should refine assessment tools and explore further integration of active learning into nursing curricula.

Keywords: active learning; clinical nutrition; critical thinking; education; information and communication technology; nursing students.

Figure 1

Sample and Study Procedures—Legend. Group A = Experimental group; Group B = Control group.

Figure 2

Nutritional Knowledge—Legend. Group A = Experimental group; Group B = Control group.