Combined video-selfie and gerontological materials improve nursing skills in Tanzanian students

A longitudinal quasi-experimental study of 198 nursing students in Tanzania found that Video-Selfie Pedagogy (VSP) improved gerontological assessment skills and attitudes compared with standard didactic instruction, with the strongest results obtained when VSP was combined with Integrated Gerontological Assessment Learning Materials (IGALM). Differences between the intervention groups and the control remained significant at an immediate assessment and at a one-month follow-up. Students were allocated across three groups of 66 participants each: a control group that received standard didactic teaching, a VSP-only group, and a hybrid group receiving both VSP and IGALM.

The researchers assessed students before the intervention, immediately afterward and one month later using structured assessment tools. Analysis of covariance and linear mixed models estimated intervention effects while controlling for baseline scores and other covariates. Results were analyzed at a 5% significance level, with 95% confidence intervals.

The hybrid group showed the largest estimated improvements. Relative to the control group, its model coefficients were 19.786 for the primary gerontological assessment skill outcome and 8.384 for attitude change, with p-values of 0.002 and 0.001, respectively. The VSP-only group also recorded statistically significant differences from the control: its coefficients were 6.821 for skills and 6.179 for attitudes, with p-values of 0.003 and 0.023.

The study therefore measured greater short-term skill and attitude gains in both intervention groups, with the combined approach producing the strongest estimated effects. Participants had a mean age of 20.05 years, with a standard deviation of 1.818 years, and 89.4% were female. Regression analysis found that students’ National Testing Award (NTA) educational level was significantly associated with gerontological assessment skills, with an adjusted odds ratio of 1.190 and a p-value of 0.031.

Because the longitudinal controlled study was not described as randomized, its findings support associations between the educational approaches and improved outcomes rather than definitive causal claims. Researchers described the integration of IGALM and VSP as acceptable and practical for nursing education. The evidence is limited to one Tanzanian cohort of 198 students and a retention period of one month, so the findings do not establish whether the measured effects persist beyond that interval or transfer to other populations and institutions.

Subject of Research: Effects of video-selfie and integrated gerontological learning materials on nursing students’ assessment skills and attitudes

Article Title: Integrated learning materials and video-selfie pedagogy for enhancing gerontological assessment attitudes and skills among nursing students in Tanzania: a longitudinal quasi-experimental study

Article References: Khamis, K. A., Millanzi, W. C., & Mboineki, J. F. (2026). Integrated learning materials and video-selfie pedagogy for enhancing gerontological assessment attitudes and skills among nursing students in Tanzania: a longitudinal quasi-experimental study. BMC Medical Education. https://doi.org/10.1186/s12909-026-10318-3

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10318-3

Keywords: nursing education, gerontological assessment, video-selfie pedagogy, Tanzania, integrated learning materials, quasi-experimental study, skills retention, attitudes toward older adults, Integrated, learning, materials, video-selfie