The Effects of a Constructivist-Based Learning Program on Neurological Physical Examination Skills among Nursing Students

Abstract

This one-group pretest-posttest quasi-experimental research aimed to: (1) comparison of the mean scores of knowledge on neurological health assessment before and after the learning intervention, and (2) evaluate students' neurological physical examination skills after the intervention. The sample consisted of 60 second-year undergraduate nursing students enrolled in a health assessment course in the 2025 academic year. Data were collected between July and August 2025. The research instrument was a neurological examination learning program based on constructivist theory, comprising four stages: (1) engage, (2) explore (building new knowledge through social interaction), (3) develop and practice, and (4) conclude and reflect. Data were collected using: (1) a neurological health assessment knowledge test, and (2) a neurological examination skills assessment form. Data were analyzed using frequency distribution, mean, percentage, and a paired T-test.

               The findings revealed that the mean post-test knowledge score was significantly higher than the mean pre-test score at a statistical significance (t=-5.27, p-value=.001). Regarding skills, the students' overall mean score for the neurological examination was 120.66 points(SD= 19.01), accounting for 83.79 % of the total possible score. The constructivist-based learning program effectively enhanced both knowledge and practical skills in neurological assessment. It is recommended that the constructivist learning theory model be consistently applied in nursing education curricula.