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The Impact of Digital Storytelling on Learning Outcomes and Student Satisfaction in Psychology Education for Nursing and Midwifery Students: A Quasi-Experimental Study

Document Type : Original Article

Authors

1 Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

2 Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

Abstract

Introduction: The importance of retaining content in the longterm memory of medical students is well-documented. Given the narrative structure of medical disciplines, digital storytelling is an effective educational tool. This study investigates the effect of digital storytelling on the learning and satisfaction of nursing and midwifery students.
Methods: This quasi-experimental study included 20 thirdsemester midwifery students (intervention group, digital storytelling) and 50 first-semester nursing students (control group, traditional lectures), all enrolled in an undergraduate psychology course. Both groups participated in five initial lecturebased sessions. Thereafter, the intervention group received six weekly digital storytelling sessions, each featuring a 3–8 minute narrative followed by instructor-led discussions, while the control group continued with standard lectures and question–and–answer sessions. Learning outcomes were measured using pre- and posttests, and student satisfaction was assessed using a validated questionnaire. Statistical analyses were performed, adjusting for
baseline scores and demographic confounders.
Results: The digital storytelling group showed significantly higher post-test scores in learning outcomes (75.21±17.75 vs. 54.97±23.40, p=0.001) and satisfaction (38.15±6.45 vs. 31.22±4.59, p=0.0003) compared to the traditional lecture group. The potential effect of baseline values, as well as non-homogeneous demographic variables across groups, was removed using non-parametric ANCOVA. The result confirmed that gender had no confounding effects on either learning outcomes or satisfaction. Additionally, the differences between the two groups in terms of learning and satisfaction remained significant (p<0.001).
Conclusion: Digital storytelling offers a meaningful and learnercentered approach that extends beyond content delivery. By fostering active engagement and deeper cognitive involvement,
it transforms traditional instruction into a more personalized and reflective learning experience. This approach is recommended in healthcare education to improve instructional effectiveness and
student satisfaction.

Highlights

MARJAN NOORSHADI

MEHRI YAVARI

Keywords

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Journal of Advances in Medical Education & Professionalism
Volume 13, Issue 4
October 2025
Pages 344-352
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