Tayebi Zahra, Behmaneshpour Fateme, Tourzani Zahra Mehdizadeh, Khoshakhlagh Farzaneh, Falahatdari Mohammad, Khorasani Mohammad Mahdi, Zaferanlou Hananeh, Goudarzi Mona, Rezanejad-Asl Parisa, Harikandeie Seyedeh Soghra Taher
Department of Nursing, School of Nursing, Alborz University of Medical Sciences, Karaj, IR, Iran.
Department of Midwifery, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, IR, Iran.
BMC Nurs. 2025 Aug 25;24(1):1112. doi: 10.1186/s12912-025-03763-w.
Despite the fact that fertility awareness is essential for making informed reproductive decisions, fertility training is still ignored in reproductive health guidelines. It is assumed that by improving fertility knowledge among students as important members of health care providers and also people who will experience parenthood soon, involuntary childlessness and the personal and social cost of infertility will decrease. This study aimed to create educational content and also explore how microlearning influences the knowledge and fertility attitudes of both male and female nursing students.
A one-group pre-test and post-test design was employed in this intervention study. Using the convenience sampling method, 90 nursing students in one medical sciences university in Iran were included in different semesters. Educational content related to fertility knowledge was presented in the form of microlearning (motion graphics), and each one was repeated 3 times through Telegram. Before, and immediately after and one month after the completion of the training course, knowledge evaluation was done through the Cardiff questionnaire. Fertility attitude was done only for female students before and immediately after. The Friedman test, generalized estimating equations (GEE), and paired t-test were used to analyze data.
There was a significant difference in the mean fertility knowledge before training (8.4 ± 1.97) and immediately after training (9.95 ± 1.68) (p < 0.001) and in the second measurement after training (9.95 ± 1.68)(p < 0.001). However, no significant difference was observed in the mean fertility knowledge immediately after the training and in the second measurement after the training (p = 0.69), which indicates the persistence of knowledge over time. The findings showed that educational intervention significantly increased the attitude of female students towards fertility(p < 0.05).
The findings of this study confirm the importance and impact of educational interventions on students' fertility knowledge and attitudes, especially through technological methods and with creative and attractive approaches. It is recommended that these interventions be implemented on a large scale in higher education institutions as an effort to improve the fertility knowledge of young people of reproductive age and be criticized and evaluated.
尽管生育意识对于做出明智的生殖决策至关重要，但生育培训在生殖健康指南中仍被忽视。人们认为，通过提高作为医疗保健提供者重要成员以及即将成为父母的学生的生育知识，非自愿无子女情况以及不孕不育的个人和社会成本将会降低。本研究旨在创建教育内容，并探讨微学习如何影响男女护理专业学生的知识和生育态度。
本干预研究采用单组前测和后测设计。采用便利抽样法，纳入了伊朗一所医科大学不同学期的90名护理专业学生。与生育知识相关的教育内容以微学习（动态图形）的形式呈现，每个内容通过Telegram重复播放3次。在培训课程开始前、结束后立即以及结束后一个月，通过卡迪夫问卷进行知识评估。生育态度仅在女学生培训前后进行评估。使用弗里德曼检验、广义估计方程（GEE）和配对t检验进行数据分析。
培训前平均生育知识得分（8.4±1.97）与培训后立即得分（9.95±1.68）之间存在显著差异（p<0.001），培训后第二次测量得分（9.95±1.68）也存在显著差异（p<0.001）。然而，培训后立即得分与培训后第二次测量得分之间未观察到显著差异（p=0.69），这表明知识随时间持续存在。研究结果表明，教育干预显著提高了女学生对生育的态度（p<0.05）。
本研究结果证实了教育干预对学生生育知识和态度的重要性和影响，特别是通过技术方法以及创新和有吸引力的方式。建议在高等教育机构中大规模实施这些干预措施，以提高育龄年轻人的生育知识，并进行批评和评估。
